Despite the essentiality of freshwater to all life on the planet, the populous has inadequate understandings of water. Formal education plays a key role in shaping how individuals and communities make sense of water, its accessibility, management, consumption, and hazards. This article seeks to bring attention to the influence of cultural framings of freshwater and extreme freshwater events (such as flood and drought) in government-mandated school curricula in two water-vulnerable geographical regions of Australia and Canada. We seek to identify and respond to hegemonic social constructions that become naturalised if left unexamined. By examining the agendas and language around freshwater and extreme freshwater events in formal educational curricula, we gain a better understanding of the perceptions and assumptions made about freshwater. The results highlight that freshwater and extreme freshwater events are minimally conceptualised within these curricula as ‘nature-based’, rather than being part of a dialectical relationship with societal agendas and practices. This article discusses the implications of this framing and the psychological barriers that may affect the acknowledgment and investigation of extreme freshwater events. We conclude by offering curricular suggestions that invite community-based understandings of the dialectic relationship freshwater has with communities and regional ecosystems.

中文翻译：

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淡水和极端淡水事件的教学和学习的教育议程和阻力

尽管淡水对地球上的所有生命都至关重要，但人口众多对水的了解不足。正规教育在塑造个人和社区如何理解水、水的可及性、管理、消费和危害方面发挥着关键作用。本文旨在关注澳大利亚和加拿大两个水资源脆弱地理区域政府规定的学校课程中淡水和极端淡水事件（如洪水和干旱）的文化框架的影响。我们寻求识别和回应霸权社会结构，如果不加以审查就会自然化。通过检查正式教育课程中围绕淡水和极端淡水事件的议程和语言，我们可以更好地理解对淡水的看法和假设。结果强调，淡水和极端淡水事件在这些课程中被最低限度地概念化为“基于自然”，而不是与社会议程和实践的辩证关系的一部分。本文讨论了这种框架的含义以及可能影响对极端淡水事件的承认和调查的心理障碍。最后，我们提供课程建议，邀请社区理解淡水与社区和区域生态系统之间的辩证关系。本文讨论了这种框架的含义以及可能影响对极端淡水事件的承认和调查的心理障碍。最后，我们提供课程建议，邀请社区理解淡水与社区和区域生态系统之间的辩证关系。本文讨论了这种框架的含义以及可能影响对极端淡水事件的承认和调查的心理障碍。最后，我们提供课程建议，邀请社区理解淡水与社区和区域生态系统之间的辩证关系。