Securing the Place of Educating for Sustainable Development within Existing Curriculum Frameworks - A Reflective Analysis

Oct 15, 2026

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Educating for sustainable development (ESD) is commonly delivered within established disciplinary frameworks, limiting how place-based and alternative models translate sustainability aims into everyday learning. This paper compares environmental educators’ views and practices across Manitoba and a distinct Costa Rican public-school approach, the Colegio Ambientalista Isaiah Retana Arias (CAIRA). The study contrasts curriculum and teaching perspectives, examining placement choices, course requirements, and educator preparation, then proposes integrating Manitoba’s grade 10 science and social studies using ESD as context.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Securing the Place of Educating for Sustainable Development within Existing Curriculum Frameworks: A Reflective Analysis Don Metz, University of Winnipeg, & Barbara McMillan, Mona Maxwell, & Amanda Tetrault, University of Manitoba Abstract Educating for sustainable development (ESD) generally happens within existing disciplinary frameworks. In this paper, our intent is to compare the views and practices of environmental educators who pursue ESDfrom a perspective differentfrom what is occurring in our own constituency of Manitobans. We collected data on curriculum, teaching perspectives, and practices to compare an alternative school approach to our local model. As the alternative, we chose the Colegio Ambientalista Isaiah Retana Arias (CAIRA), a public school in the local district of Pérez Zeledón in Pedrogoso, Costa Rica. CAIRA is a unique high school that has designed and implemented a compulsory, school-wide environmental curriculum. As a result of our deliberations, we identify several issues concerning the implementation of ESD in our community. We address the discipline versus nondiscipline placement of ESD, compulsory versus optional ESD courses, teacher preparation and professional development, curriculum development, and the role of place. We conclude with the recommendation for the fusion of Manitoba’s current grade ten science and social studies courses using ESD as a context, guided by necessary outcomes from the disciplines, and incorporating a significant local component that puts our young people back into their communities. Résumé L’éducation en vue du développement durable est généralement dispensée à l’intérieur de cadres institutionnels établis. Dans cet article, nous cherchons à comparer les points de vue et les pratiques d’éducateurs en environnement qui appliquent l’éducation en vue du développement durable selon une perspectives’écartant de celle que nous Manitobains avons adoptée. Nous avons recueilli des données sur les exigences scolaires, les perspectives de l’enseignement et les pratiques ayant cours afin de mettre en comparaison l’approche d’une école alternative et notre propre modèle. Nous avons choisi pour modèle alternatif le Colegio Ambientalista Isaiah Retana Arias (CAIRA), une école publique située à Pedrogoso dans le canton de Pérez Zeledón, au Costa Rica. CAIRA est une école secondaire unique où l’on a conçu et mis en œuvre un programme scolaire axé sur l’environnement et obligatoire pour tous les élèves. Par suite de nos réflexions, nous relevons plusieurs questions portant sur la mise en œuvre de l’éducation en vue du développement durable dans notre collectivité . En matière d’éducation en vue du développement durable, nous comparons l’orientation institutionnelle à l’orientation non institutionnelle, les cours obligatoires aux cours facultatifs, nous abordons lapréparation des enseignants, le perfectionnement professionnel, 150 Canadian Journal of Environmental Education, 15, 2010 le perfectionnement du programme éducatif et le rôle que joue le lieu. Nous terminons en recommandant le fusionnement des cours actuels de science et de sciences humaines de dixième année au Manitoba en faisant de l’éducation en vue du développement durable le contexte dominant, en se fondant sur les résultatsnécessaires dans les institutions concernées, et en introduisant un élément local considérable dans l’intention de réintégrer nos jeunes gens dans la collectivité . Keywords: education for sustainable development, environmental education, curriculum development, place-based education, compulsory education Introduction In their rebuke of the Ontario Ministry of Education’s commitment to integrating environmental science into core curriculum, Puk and Behm (2003) cite “startling”results that indicate few teachers in the discipline areas spent anywhere near the recommended amount of time on environmental topics. Additionally, fully 85% of the grade 9/10 teachers surveyed and 77% of the gr

FAQs

What does the paper compare about ESD implementation?

It compares the views and practices of environmental educators and contrasts data on curriculum, teaching perspectives, and practices between Manitoba and an alternative school approach in Costa Rica (CAIRA).

Why was CAIRA selected as the alternative model?

CAIRA is a unique public high school that designed and implemented a compulsory, school-wide environmental curriculum, making it a clear case for examining ESD implementation issues.

What recommendations does the paper propose for Manitoba?

It recommends fusing Manitoba’s current grade ten science and social studies courses by using ESD as the dominant context, aligned with discipline-required outcomes and incorporating a significant local component.

Oct 15, 2026

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