Navigating Rough Waters: Hawaiian Science Teachers Discuss Identity

Autor/in	Allaire, Franklin S.
Titel	Navigating Rough Waters: Hawaiian Science Teachers Discuss Identity
Quelle	In: Educational Perspectives, 46 (2013) 1-2, S.31-39 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1849
Schlagwörter	Science Teachers; Hawaiians; Indigenous Populations; Indigenous Knowledge; Science Curriculum; Science Education; Equal Education; Teacher Effectiveness; Self Concept; Professional Identity; Culturally Relevant Education; Secondary School Teachers; Interviews; Personal Narratives + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hawaianer; Sinti und Roma; Naturwissenschaftliche Bildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Selbstkonzept; Interviewing; Interviewtechnik; Erlebniserzählung
Abstract	Research with Native Hawaiian science teachers is contributing to a better understanding of issues relating to equity in science education, and toward improving science curriculum to support Native Hawaiian students as well as support systems for Native Hawaiian students interested in pursuing higher education and science-based careers. Additionally, this research supports the voices of individuals like the participants. In this way, the shared inspirations, influences, and challenges they encountered can inform both the Native Hawaiian and scientific communities. There were two research questions central to the project:(1) In what way(s) has being Native Hawaiian enabled or diminished your capacity to be a science teacher?; and (2) In what way(s) has being a science teacher enabled or diminished your capacity to be Native Hawaiian? None of the participants see themselves as either solely Hawaiian or solely as science teachers; instead they see themselves as Hawaiians who are also science teachers (or science teachers who are also Hawaiian). In the framework of these two identities, all of the participants cited the need to identify the importance of Native Hawaiian culture as it relates to scientific methods, theories, and practices. The formal inclusion of Hawaiian culture, as well as informal inclusion of the community in the classroom, can help students connect information that is learned in the classroom to their own realities outside of the classroom. In this way, members of the Hawaiian, educational, and scientific communities can all help today's students and tomorrow's scientists to navigate the rough waters that surround the multiple dimensions of their identity. (ERIC).
Anmerkungen	College of Education, University of Hawaii at Manoa. Wist Annex 2 Room 131, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-8002; e-mail: coe@hawaii.edu; Web site: http://www.coe.hawaii.edu/about/publications/2012/07/educational-perspectives-2010
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01