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Climate Change Actor-Networks In View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SHAREOK repository TRACING THE FLOW: CLIMATE CHANGE ACTOR-NETWORKS IN OKLAHOMA SECONDARY SCIENCE EDUCATION By NICOLE MARIE COLSTON Bachelor of Science in Applied Communication Appalachian State University Boone, NC 2001 Master of Arts in Communication Studies University of Miami Coral Gables, FL 2004 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 2014 TRACING THE FLOW: CLIMATE CHANGE ACTOR-NETWORKS IN OKLAHOMA SECONDARY SCIENCE EDUCATION Dissertation Approved: Dr. Toni Ivey Dissertation Co-Chair Dr. Julie Thomas Dissertation Co-Chair Dr. Jackie Vadjunec Dr. Carlos Cordova ii ACKNOWLEDGEMENTS First, thank you to my dissertation committee members. My deepest appreciation goes to Dr. Julie Thomas who took a chance and literally hired me off the streets; I am so proud of the work we did together. You are an exceptional mentor and kind friend. Thank you to Dr. Toni Ivey for taking over as Co-Chair and supporting my assistantship in the last year; you always know how to make work fun and productive. Thank you to Dr. Jackie Vadjunec for your sustained mentorship in interdisciplinary and critical human-environment studies; my toolbox is full because of you. Thank you to Dr. Carlos Cordova for putting the science in my climate change education and for affirmation of the contemporary import of improved science communication. Thank you to the OSU Graduate College and Environmental Science Graduate Program for their funding support and for the honor of receiving research awards. Next, thank you to my friends, family, and intellectual cohorts who were influential in my journey. Thank you to Jake for supporting me through this process and for inspiring me to find happiness with myself. Thank you to my parents for always, always being there for me; I am me because of you. Thank you to the CRSTL team for helping me to find new uses for my debate skills and for preparing me for the politics of academic collaboration, especially Dr. Juliana Utley, Dr. Julie Angle, Dr. Steve Marks, and Dr. Tyler Ley. Thank you to my Environmental Sociology cohorts for embracing this Environmental Science student in your classes and for feeding my passion for climate change advocacy, especially Dr. Riley Dunlap and now Dr. Joe Simpson. Special thanks to the OKAEE crew—Karla Beatty, Teresa Randall, Norma Neely, Suzanne Spradling, and many others—for teaching me how things are done in Oklahoma; I am a better environmental educator because of you. Thank you to Mark McCaffrey from the NCSE and other participants at the 2013 Conference in Culture, Politics, and Climate for the interdisciplinary inspiration and for providing a forum for sharing and synthesizing my ideas. Finally, I extend my deepest gratitude to my key informants, teacher respondents, and other unnamed confidents for your trust and participation as, together, we explored pathways for advancing climate change education in Oklahoma. iii Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. Name: NICOLE MARIE COLSTON Date of Degree: MAY, 2014 Title of Study: TRACING THE FLOW: CLIMATE CHANGE ACTOR-NETWORKS IN OKLAHOMA SECONDARY SCIENCE EDUCATION Major Field: ENVIRONMENTAL SCIENCE Abstract: This dissertation reports research about the translation of climate change in science education. Public controversies about climate change education raises questions about the lived experiences of teachers in Oklahoma and the role of science education in increasing public understanding. A mixed methods research design included rhetorical analysis of climate change denial media, key informant interviews with science education stakeholders, and a survey questionnaire of secondary science teachers. Final analysis was further informed by archival research and supplemented by participant observation in state-wide meetings and science teacher workshops. The results are organized into three distinct manuscripts intended for publication across the fields of communication, science education, and climate science. As a whole the dissertation answers the research question, how does manufactured scientific controversy about climate change present specific challenges and characterize negotiations in secondary science education in Oklahoma? Taken together, the findings suggest that manufactured controversy about climate change introduces a logic of non-problematicity, challenges science education policy making, and undermines scientific consensus about global warming. iv TABLE OF CONTENTS Chapter Page I. INTRODUCTION ......................................................................................................1 Problem Area ...........................................................................................................1 Related Literature.....................................................................................................2 Theoretical and Methodological Framework ...........................................................5 Actor-network Theory .......................................................................................5 Critical Political Ecology ...................................................................................8 Research Design.....................................................................................................11 Delimitations and Limitations ..........................................................................12 Preview of Each Study ...........................................................................................15 II. CLIMATE CHANGE SKEPTICS TEACH CLIMATE LITERACY? ..................19 Methodology ..........................................................................................................21 Sampling and Description of Artifacts ............................................................21 Coding and Instrumentation .............................................................................23 Results ....................................................................................................................27 Types of Skepticism .........................................................................................27 Framing Policy Controversies..........................................................................33 Public Accountability and Economic Development ..................................34 Social Conflict ...........................................................................................35 Strategies for Managing Uncertainty ...............................................................37 Summary of Findings .............................................................................................41 Conclusion .............................................................................................................43 III. UN(DOING) THE NEXT GENERATION SCIENCE STANDARDS ................47 Theoretical Framework ..........................................................................................48 (un)Doing Science Standards ...........................................................................50 Background ............................................................................................................52 Next Generation Science Standards .................................................................53 Research Question and Methods ............................................................................54 Key Informant Interviews ................................................................................56 Science Teacher Survey ...................................................................................57 v Chapter Page Participant Observation and Secondary Archival Data ...................................58 Results ....................................................................................................................59 Barriers to Science Education ‘Reform’ ..........................................................61 Beyond Networks of Prescription to Climate Change Engagements ..............66 (un)Doing the NGSS: Negotiating Standards Revisions .................................73 Conclusion .............................................................................................................79 IV. TEACHING BOTH SIDES ...................................................................................81 Introduction ............................................................................................................81 A Critical Political Ecology of Consensus.............................................................83 Everyday Acts of Resistance ...........................................................................85 Data Collection ......................................................................................................87 Findings..................................................................................................................89 Views on Climate Change Consensus .............................................................89 Situated Pedagogical Knowledge ....................................................................92 On Teaching Both Sides of the Controversy .................................................105 Conclusion ...........................................................................................................107
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