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Nature's Classroom: an Ethnographic Case Study of Environmental Education Dorothea Jody Owens University of South Florida, [email protected]

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Nature's Classroom: an Ethnographic Case Study of Environmental Education Dorothea Jody Owens University of South Florida, Jowens02@Yahoo.Com University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2012 Nature's Classroom: An Ethnographic Case Study of Environmental Education Dorothea Jody Owens University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, Other Education Commons, and the Social and Cultural Anthropology Commons Scholar Commons Citation Owens, Dorothea Jody, "Nature's Classroom: An Ethnographic Case Study of Environmental Education" (2012). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4192 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Nature’s Classroom: An Ethnographic Case Study of Environmental Education by Dorothea Jody Owens A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Anthropology College of Arts and Sciences University of South Florida Co-Major Professor: Karla L. Davis-Salazar, Ph.D. Co-Major Professor: Roberta D. Baer, Ph.D. Jennifer Friedman, Ph.D. Laurel D. Graham, Ph.D. David A. Himmelgreen, Ph.D. Date of Approval: April 10, 2012 Keywords: Applied Anthropology, Environmental Anthropology, Ethnography, Environmentalism, Cultural Values Copyright © 2012, Dorothea Jody Owens DEDICATION I dedicate this dissertation to my daughter Jaime Owens Franco, for her love, humor, encouragement, and priceless editorial and technical assistance. She gives me hope for the future of our planet. She also gives me an occasional swift kick when I need one. In loving memory of my sister Nancy Lee and my father Dr. Raymond Lewiski, whose deaths made me realize that nothing should come before the ones we love, and my most loyal friend Sophie, who loved me no matter what and never once let me down. ACKNOWLEDGMENTS First, I would like to express heartfelt thanks to everyone in the School District of Hillsborough County who participated in the study. I would like to thank Superintendent MaryEllen Elia and the Department of Assessment and Accountability for allowing me to conduct this study. I am especially grateful to Karen Johnson-Folsom, site administrator and lead teacher of Nature’s Classroom for her enthusiasm and support, and to the entire staff, who welcomed me as a part of their ‘family.’ I am very appreciative of the many wonderful sixth grade classroom teachers and students who participated in this research. The Florida Wildlife Federation provided generous support through funding the research. Special thanks go to my co-advisors, Dr. Roberta Baer and Dr. Karla Davis- Salazar, for immense patience and much-needed critiques. Thanks especially to Dr. Baer for visiting Nature’s Classroom with her children. I would like to express appreciation to Dr. Jennifer Friedman, Dr. Laurel Graham, and Dr. David Himmelgreen for the hours they spent reading my work and serving on my committee, and to Dr. Sherman Dorn for serving as Outside Chair. Debbie Roberson and Sue Rhinehart in the Department of Anthropology deserve special mention for years of support behind-the-scenes. I am indebted to Mike Mullins and Bill Munsey for being great mentors. Finally, I want to acknowledge the love and support of family and friends who never gave up on me through this long process –Dr. Raymond Lewiski and Elmyra Carlton Lewiski, Michael Owens, Jaime Owens Franco, Richard Franco, Sophie, and Maximilian. TABLE OF CONTENTS LIST OF TABLES vi LIST OF FIGURES vii LIST OF ACRONYMS AND ABBREVIATIONS x ABSTRACT xiv CHAPTER ONE: INTRODUCTION 1 American Cultural Values and the Environment 1 Research Design 3 Research Site 6 Summary of Chapter One 8 CHAPTER TWO: ENVIRONMENTALISM LITERATURE REVIEW 10 Environmentalism and American Cultural Values 10 Three Forms of Environmentalism 19 Instrumental Value of Nature 22 Intrinsic Value of Nature 24 Environmental Justice: A Third Strand of Environmentalism 26 Views of Nature in Early Colonial America 27 Views of Nature in the 1800’s 28 Public Land Management in the 19th and 20th Centuries 30 Moving into the 20th Century – the End of an Era 33 Public Health and the Environment 1890 to 1950s 34 Ecology and Conflict in the 20th Century 35 Social Movements and Environmentalism from the 1960s 40 Nature or People? 43 Media and Public Opinion 45 Contemporary Environmental Debates 47 Science, Technology, and Religion 47 Water and Food as Environmental Cultural Values 51 Cultural Views of the Environment: Public Opinion 54 Summary of Chapter Two 61 i CHAPTER THREE: ENVIRONMENTAL ANTHROPOLOGY LITERATURE REVIEW 63 Introduction 63 Environmental Anthropology: Theoretical Perspectives and Engagement 63 Political Ecology 69 American Cultural Values in Environmental Anthropology 72 Environmental Discourses 75 Summary of Chapter Three 82 CHAPTER FOUR: ENVIRONMENTAL EDUCATION LITERATURE REVIEW 84 Introduction 84 Definition and Goals of Environmental Education 84 American Cultural Values and Environmental Education 88 Forerunners to Environmental Education in the US: The Nature Study Movement and Outdoor Education 92 Environmental Education: 1970 to the Present 94 No Child Left Inside 96 Status of Environmental Literacy in the United States 98 Environmental Education at the State Level: A Closer Look at Florida 104 Summary of Chapter Four 105 CHAPTER FIVE: METHODS OF DATA COLLECTION 107 Study Design 107 Archival Research 109 Media Sources 109 Administrative Records 113 Participant Observation 114 Researcher’s Role 114 Data Collection 116 Interviews 117 SDHC Student Interviews 119 SDHC Visiting Sixth Grade Teacher Interviews 122 SDHC Nature’s Classroom Staff Interviews 123 SDHC Administrative or Supervisory Interviews 123 Interviews With Other Sources External to SDHC 124 Ethical Considerations 126 Informed Consent Process 126 Bias 127 Summary of Chapter Five 128 ii CHAPTER SIX: RESULTS 129 Description of Study Sample 129 Section One: Contextualizing EE at Nature’s Classroom 133 Environmental Education in the State of Florida 133 Hillsborough County, Florida: Demographics 137 Environmental Education in Hillsborough County 138 Summary of Results: Contextualizing NC 141 Section Two: Using Nature as a Classroom 142 Nature’s Classroom: Historical Development 143 Interview Results: 144 What Does ‘Nature’ Mean? 144 What Should Environmental Education Try to Teach? 146 How Valuable is Environmental Education? 147 Student Awareness of the Environment 148 Using the Outdoors for Environmental Education 150 The Importance of a Multi-Day Program 151 Summary of Results: Using Nature as a Classroom 152 Section Three: Analysis of Curriculum Development and Design 154 The Earliest Curriculum: Nature’s Classroom 1968 154 Nature’s Classroom Curriculum: Mid 1980s through 1994 155 Nature’s Classroom Curriculum: Development 1995-1999 156 Nature’s Classroom Curriculum: 2000 and Beyond 159 Summary of Results: Curriculum Context 161 Section Four: Curriculum Delivery in the Field 163 Factors that Influence Teaching in the Field 164 Staffing and Class Size at Nature’s Classroom 166 Teaching the Curriculum 167 The Main Conceptual Focus of NC Curriculum: The Hillsborough River Watershed 168 The Upland/Wetland Hike 169 Survival 171 Orienteering 172 Animal Compound 173 Boating 176 Interpretive Center 179 Shoreline Sampling 181 Summary of Results: Curriculum Delivery 184 Section Five: Student Outcomes 185 Student Outcomes Based on Knowledge Change 186 Student Outcomes Based on Enjoyment and Education 189 Letters From Students 196 Summary of Results: Student Outcomes 196 iii Section Six: Additional Influences and Barriers 198 Outdoor Conditions as an Influence on Student Outcomes 200 Student Background Experiences and Views 200 Barrier to Teaching in the Classroom: Time 209 Barrier to Teaching at Nature’s Classroom: Student Preparation 210 Barrier to Teaching at Nature’s Classroom: Class Size 211 There Are No Barriers! 211 Summary of Results: Additional Influences and Barriers 212 Summary of Chapter Six 214 CHAPTER SEVEN: DISCUSSION 215 Section One: Contextualizing Environmental Education 216 Discussion: National Context for EE 216 Discussion: Nature’s Classroom in the Broader Context 219 Section Two: Using Nature as a Classroom: 222 Discussion: Historical Development of NC 222 Discussion: What Does Nature Mean? 224 Discussion: What Should EE Teach? 225 Discussion: How Valuable is EE? 227 Discussion: How Aware and Prepared are Students? 229 Discussion: Using the Outdoors for EE 230 Discussion: Importance of a Multi-day Program? 232 Section Three: Curriculum Development and Design 232 Discussion: Nature’s Classroom Curriculum 232 Section Four: Curriculum Delivery in the Field 237 Discussion: Curriculum Delivery 237 Section Five: Student Outcomes 239 Discussion: Knowledge Change on Pre-and Post-Tests 239 Discussion: Potential Student Outcomes 240 Student Interviews: What Did You Like Best About NC? 242 Student Interviews What Did You Like Least About NC? 243 Section Six: External Influences and Barriers 244 Discussion: Student Interviews 245 Summary of Chapter Seven 247 CHAPTER EIGHT: CONCLUSIONS AND RECOMMENDATIONS 250 Limitations of the Study 250 Study Conclusions 252 Contributions of the Research 259 Recommendations to the SDHC 262 Recommendations for Nature’s Classroom 263 Recommendations for Cultural and Applied Anthropology
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