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<p>This study was comprised of a comparative content and discourse analysis of current nuclear technology-related news media coverage and kindergarten to grade 12 curricula in Canada from an environmental education and communication perspective. This approach provided understanding of how news media discourses relate to what students are learning. The study was theoretically informed by an intersectional lens and Eisner’s three curricula—the explicit, implicit, and null. Canadian news media and curricular discourses were collectively found to be characterized by a predominance of discussion related to energy, weapons,&#xa0;and war, varied coverage of climate change, science, technology, health, and medicine, and limited engagement with waste, accidents, and intersectional perspectives. Given the continued, and arguably increasing, presence of nuclear technologies, it is important for environmental educators, communicators, and researchers to increase their literacy in this area. Increased understanding of nuclear topics will facilitate more active engagement in related educational conversations, news media, and societal decision-making processes.</p>

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Nuclear technology curricula and news media in Canada: insights for environmental education and communication

  • 期刊论文

  • 发表日期：

    2025年8月11日

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  • Greg Lowan-Trudeau

摘要

This study was comprised of a comparative content and discourse analysis of current nuclear technology-related news media coverage and kindergarten to grade 12 curricula in Canada from an environmental education and communication perspective. This approach provided understanding of how news media discourses relate to what students are learning. The study was theoretically informed by an intersectional lens and Eisner’s three curricula—the explicit, implicit, and null. Canadian news media and curricular discourses were collectively found to be characterized by a predominance of discussion related to energy, weapons, and war, varied coverage of climate change, science, technology, health, and medicine, and limited engagement with waste, accidents, and intersectional perspectives. Given the continued, and arguably increasing, presence of nuclear technologies, it is important for environmental educators, communicators, and researchers to increase their literacy in this area. Increased understanding of nuclear topics will facilitate more active engagement in related educational conversations, news media, and societal decision-making processes.