Controversy Around Education About Oil Sands in Alberta
By: Vivian Zhi
Please note that this blog post represents the opinions of Vivian Zhi and is not representative of the official stance of the FCSS-FESC.
In December 2019, an elementary school teacher showed a classroom of Grade 4 students two videos about oil sands — one from the Alberta government and the other from the environmental advocacy group Greenpeace. The students were tasked with completing an assignment that asked them to evaluate how Albertans should manage competing demands on the province’s land for uses such as oil development, wind and solar power, agriculture and recreation. When parents found out about this lesson from their children, they took to Facebook to complain about “left-wing politics being smuggled into the curriculum” and the spread of “misinformation” about the oil industry. Some of the comments hinted at a confrontation at the school’s Christmas dance, which were alarming enough to alert the RCMP and it ultimately resulted in the cancellation of the dance.
The portrayal of the oil sector is a sensitive topic in Alberta. Supporters of the oil industry and conservative politicians in Alberta have long complained about what they view as extreme views seeping into their classrooms, particularly when it comes to fossil fuels and climate change.
Since when has asking students to analyze both sides of a topic been considered politicization? It would be unethical to solely present or favour either environmental activists or the oil and gas sector; however, this was not the case. Students were presented with multiple points of view and were allowed to come to their own conclusions. Being asked to consider how Albertans should manage competing demands on its resources is a good critical-thinking question that allows students to research and listen to perspectives they may not have heard before.
Research published in 2016 from the University of Ottawa suggests the benefits of high-quality discussion of controversial issues, such as tolerance for other points of view, interest in politics and knowledge about global and local issues. However, researchers also find that sustained discussion of controversy rarely occurs in classrooms. This is largely because of a fear of backlash from administrators and community members, a lack of the skills needed to effectively teach these controversial issues, and pressure to focus on academic outcomes.
Some critics of the curriculum complain that ten year-old children are too young to be exposed to such a controversial issue, and being exposed to the narrative that humans are destroying the planet can be psychologically damaging. Even though parents may try to do their best to shelter their children from the news, students will eventually find out from their friends or online sources. Given the relevancy of climate change, the topic of oil sands will become more and more pertinent, and rather than shying away from the topic, students should be taught in a moderated space such as a classroom, where they are presented with both sides of the argument.
While the parents may have overreacted in this case, their reactions are understandable. The oil sands are the backbone of Alberta’s economy, and in many of their cases, their livelihoods depend on the oil industry. Nonetheless, students deserve to be shown both sides of the argument in a safe environment. Controversy cannot be avoided but it can be handled rationally and lead to compromise and progress.
Please note that this blog post represents the opinions of Vivian Zhi and is not representative of the official stance of the FCSS-FESC.
Sources:
https://context.capp.ca/energy-matters/2019…
