This poster uses Critical Animal Studies to examine the anthroparchal cultural messages transmitted to children through mandated curriculum in Ontario schools. Through a close examination of the language used I aim to “critically explore the way that children’s ethical practices in relation to other animals are shaped” (Matsuoka & Sorenson, 2018, p. 94). I think that this exploration will lend itself to another interesting conundrum in education: climate change education should be integrated into every subject but the language of the curriculum works to purport the deemed culturally appropriate relations with nonhuman animals, and thereby against the kind of oppression-less relationship needed to make a change.
