Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62356

Eco-Identity: Secondary Science Teachers' Experiences that Cultivate Place-Based Teaching in a Hawaiian Cultural Context.

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Title:Eco-Identity: Secondary Science Teachers' Experiences that Cultivate Place-Based Teaching in a Hawaiian Cultural Context.
Authors:Fitzgerald, Sheri T.
Contributors:Education (department)
Keywords:Eco-Identity
Reflective Environmentalism
Sense of Place
Communities of Practice
Land Education
show 1 moreIsland Biogeography
show less
Date Issued:May 2018
Publisher:University of Hawaiʻi at Mānoa
Abstract:Eco-Identity: Secondary Science Teachers’ Experiences That Cultivate Place-Based
Teaching in a Hawaiian Cultural Context
This dissertation documents the lives of six science teachers whose multifaceted
identities were influenced over time by Hawai‘i’s unique sociocultural and biogeographical
factors. Narrative inquiry was utilized through individual interviews which spanned a five-year
period. From restorying, identity narratives and maps were co-constructed and unique ecoidentities
emerged from these science teachers’ lived experiences. The process of coming to
know what an eco-identity looks like and why it matters unfolded through constructivist
grounded theory methodology. The common threads, or narrative, characterizing eco-identity
development and shaping as situated in sociocultural and biogeographical contexts of Hawai‘i
were: (a) reflective environmentalism, (b) an evolving science teacher community of practice, (c)
bridging knowledge systems, and (d) island biogeography. The grounded theory suggests a
dynamic and multifaceted eco-identity situated in Hawai‘i that supports teachers with navigating
the professional landscape, supporting their calling as science teachers. Biophilia, Hawai‘i sense
of place, ‘ike Hawai‘i, and a mindset of “thinking like an island” revealed eco-identity to be the
meaning making processes for teachers negotiating their professional and personal lives. Further
study on science teacher eco-identity in Hawai‘i is needed to better understand how such an
awareness can impact teacher practices, curriculum development, and teacher education
programs in science.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018.
URI:http://hdl.handle.net/10125/62356
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Education


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