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Two guiding questions—what should be taught and how it should be taught—structure the analysis. The first part reviews integrated curriculum models and their relevance to K-12 environmental education. The second applies a typology of integrated models to Ontario’s policy, concluding it trends toward selective infusion, revealing a gap between curriculum theorists and designers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curricular-critique-of-an-environmental-education-policy-implications-for-practice/594621/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curricular-critique-of-an-environmental-education-policy-implications-for-practice/594621.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the policy framework analyzed in the paper?","Question",{"text":112,"@type":113},"The paper critiques Acting Today, Shaping Tomorrow, released by the Ontario Ministry of Education in 2009.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper structure its curricular critique?",{"text":117,"@type":113},"It organizes the critique around two curricular questions: what should be taught, and how it should be taught.",{"name":119,"@type":110,"acceptedAnswer":120},"What integrated curriculum model does the paper conclude Ontario’s policy trends toward?",{"text":121,"@type":113},"The paper concludes the policy tends toward an integrated curriculum model called selective infusion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594621,1792191811,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Curricular Critique of an Environmental Education Policy: Implications for Practice  \nDouglas D. Karrow  \nBrock University  \nXavier Fazio  \nBrock University  \nAbstract  \nThis paper provides a curricular critique of an environmental education policy framework called Acting Today, Shaping Tomorrow (Ontario Ministry of Education, 2009). Answers to the following two curricular questions: “What should be taught?” and “How it should be taught?”frame the critique. Scrutiny of the latter of the two questions through an examination of the conventional argument for integrated curriculum models and their relevance to K-12 environmental education comprises the first part of the critique. The second part of the critique examines utilization of a typology of integrated curriculum models to analyze an environmental education policy framework within the jurisdiction of Ontario, Canada. In conclusion, Ontario’s environmental education policy framework tends toward an integrated curriculum model referred to as ‘selective infusion’ illustrating a disconnect between curriculum theorists and designers. The implications for integrated curricular practice are identified, limitations of the critique are highlighted, and recommendations for improving the policy framework from a pragmatic curricular perspective are summarized.  \nKey Words: environmental education, integrated curriculum, pragmatic curriculum critique, education policy.  \nDouglas D. Karrow is an Associate Professor, Department of Teacher Education, Faculty of Education, Brock University, 1842 King St. E., Hamilton, Ontario, Canada, L8K 1V7 .  \n[Email:](Email: Doug.Karrow@Brocku.ca)[ Doug.Karrow@Brocku.ca](Email: Doug.Karrow@Brocku.ca)[ ](Email: Doug.Karrow@Brocku.ca)[905.547.3555 x 3614](905.547.3555 x 3614)  \nXavier Fazio is an Associate Professor, Department of Teacher Education, Faculty of Education, Brock University, 500 Glenridge Ave., St. Catharines, Ontario, Canada, L2S 3A1  \n[Email: Xavier.Fazio@brocku.ca](Email: Xavier.Fazio@brocku.ca)[ ](Email: Xavier.Fazio@brocku.ca)[905.688.5550 x 5209](905.688.5550 x 5209)  \nIntroduction  \nIn the province of Ontario, the protection of its environment and the conservation of its natural resources strengthened during the post-war era between 1945 and 1995. This changed dramatically during the spring of 1995 when Mike Harris, leader of the progressive conservative party formed a majority government in Ontario. The four years following 1995 “witnessed a dismantling of environmental laws and institutions without precedent in the province's history”(Winfield & Jenish, 1999, p. 212) . Statutes, budgets, and resources having to do with environmental protection or natural resources management were slashed. The extensive restructuring of roles and responsibilities between the province, municipalities, and the private sector, ensured environmental marginalization. Education was not exempt from these radical changes to government policy. One of the most significant yet least noticed environmental initiatives of the government were changes to the province’s elementary and secondary school curricula. With the release of a new elementary curriculum in 1998 the Ontario Society for Environmental Education (May, 1998) determined that its environmental content averaged less than five percent of learning outcomes for all grades except Grade 7. Shortly afterward, a new secondary curriculum was adopted in the spring of 1999. A long-standing and popular environmental science course was eliminated. According to Winfield & Jenish (1999) at the time:  \nThese changes to the elementary and secondary school curricula may represent one of the most important changes in environmental policy undertaken by the province, as in the long term it will result in a population that is less aware of the environmental challenges facing Ontario society (p. 20) .  \nThe following decade bore witness to this prophetic conclusion as Environmental Education (EE) virtually disappeared from ","cbCaipxTALGB0b53","https://ap.wps.com/l/cbCaipxTALGB0b53","pdf",793041,21,"English","# Introduction\n## Purpose and critique structure\n## Policy context and integrated curriculum focus","[{\"question\":\"What is the policy framework analyzed in the paper?\",\"answer\":\"The paper critiques Acting Today, Shaping Tomorrow, released by the Ontario Ministry of Education in 2009.\"},{\"question\":\"How does the paper structure its curricular critique?\",\"answer\":\"It organizes the critique around two curricular questions: what should be taught, and how it should be taught.\"},{\"question\":\"What integrated curriculum model does the paper conclude Ontario’s policy trends toward?\",\"answer\":\"The paper concludes the policy tends toward an integrated curriculum model called selective infusion.\"}]","Curricular Critique of an Environmental Education Policy - Implications for Practice | PDF",1792079509,53]