Teaching Environmental Awareness without Knowledge on Society: The Case of Quebec Primary School Textbooks in Science and Technology

Abstract

This text presents an analysis of 69 teaching/learning situations in Science and Technology that integrate the broad area of learning Consumer Habits. The examined teaching/learning situations are drawn from Quebec primary school textbooks. The analysis seeks to identify the socio-spatial dynamics taken into account when addressing environmental problems. The results show that despite the presented connection between the broad area of learning Consumer Habits and teaching/learning situations in Science and Technology, these situations remain essentially disciplinary and call upon very little knowledge relative to sociospatial dynamics. Territorial, political, and economic dimensions are therefore largely evacuated from environmental reflections.