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Teaching Science in the Bible Belt of the South

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Teaching Science in the Bible Belt of the South Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2008 Teaching Science in the Bible Belt of the South Carole Crosby Gilbert Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Gilbert, Carole Crosby, "Teaching Science in the Bible Belt of the South" (2008). Electronic Theses and Dissertations. 468. https://digitalcommons.georgiasouthern.edu/etd/468 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. TEACHING SCIENCE IN THE BIBLE BELT OF THE SOUTH by CAROLE CROSBY GILBERT (Under the Direction of Ming Fang He) ABSTRACT This is an inquiry that utilizes “personal ~ passionate ~ participatory research” (He & Phillion, 2008) to delve into the conflicting experiences encountered by science educators as they teach in the predominantly Christian environment of the rural South. Science standards require teachers to instruct students about scientific concepts that directly contradict theological ideology. Veteran and new teachers alike skate the edges of the chasm that separate science and religion in the performance of their job which is complicated by the homogeneity of the population. Church involvement is an integral part of this community. Christian churches anchor their respective communities providing support and guidance for members throughout all life events. The church family melds with the biological family to perpetuate the life cycle of salvation, hard work, and reward in heaven. Like many of my colleagues, I graduated from the same high school at which I teach. Returning to the same area or never leaving is a pattern that is often repeated by the students that we teach. It was the writings of Watkins (2001), Freire (2004) and Wink (2005) that began my critical examination of my own education and that which I was imposing upon my students. Issues of class and gender surfaced as I scrutinized my community and reflected on my own life. My world is one that idealizes anti- intellectualism as described by Hofstadter (1964). 1 The work of He (1998, 2003) and He & Phillion (2008) was instrumental in illustrating the power of the fictionalized narrative in conveying the lived experience. I used a series of narratives to convey the perspectives that are present in the science classrooms and in the individuals of the community. My insider status provided me with the means to conduct this study using autobiographical reflection. Each of the characters in the narratives represents a composite of individuals. The data used to design the composite characters was obtained by observation of the students, teachers, and general population of the community. The voice that you hear is mine as I attempt to depict life in this rural setting. INDEX WORDS: Critical theory, Gender, Class, Anti-intellectualism, Fictionalized Narrative, Autobiographical, Religion 2 TEACHING SCIENCE IN THE BIBLE BELT OF THE SOUTH by CAROLE CROSBY GILBERT B.S., Georgia Southern College, 1982 M.Ed., Georgia Southern University, 1997 Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2008 3 © 2008 Carole Crosby Gilbert All Rights Reserved 4 TEACHING SCIENCE IN THE BIBLE BELT OF THE SOUTH by CAROLE CROSBY GILBERT Major Professor: Ming Fang He Committee: John Weaver Daniel Chapman William Ayers Electronic Version Approved: December, 2008 5 DEDICATION I would like to dedicate this work to my family who reminds me daily why life is important. Don, you have been my best friend and staunchest supporter. Thank you for all the roses that you cut from the garden to brighten my day. To my sons, Clay, Brad and Blake, I thank you for understanding that sometimes I had more homework than you. I am grateful for all the times that you let me join in your ball games even if it was for just a play or two. 6 ACKNOWLEDGMENTS I know that I am not receiving a Grammy for this work, but I feel like I could make a speech. None of this work would have been possible without Dr. Ming Fang He. Your support began early when you encouraged our group of graduate students to attend AAACS and AERA in Chicago. It was my first experience attending an educational conference. I was overwhelmed when you volunteered to chair my committee as we jaywalked across Wacker Street; I’m just glad that single speeding car didn’t hit me as I tottered, in my elation, across the street, oblivious to my surroundings. It seems like the time has passed as quickly as that speeding car. I appreciate the care and concern that you have for your students. You always look for the best in people and they find a way to give it to you. To my committee members, Dr. John Weaver, Dr. Daniel.Chapman, and Dr. William Ayers, I thank you so much for your patience and participation in this venture. Dr. Weaver, you opened my eyes to a side of science that I had never considered. I applaud your voracious appetite for knowledge that you so willingly share with your students. Dr. Chapman, I am grateful to you for your willingness to take on another responsibility in spite of your busy schedule. Dr. Ayers, you have an uncanny ability to put people at ease. You enriched my life with each conversation that we shared. This list would not be complete without crediting my academic sister, the other half of my brain, Angie Haynes. I am indebted to you for the jumpstart that began this undertaking and all the sparks of energy in between. We may have been quiet in class, but our conversations never ended until we unbuckled our seatbelts at home. 7 TABLE OF CONTENTS Page ACKNOWLEDGMENTS ...................................................................................................7 PROLOGUE ......................................................................................................................11 CHAPTER 1 CRITICAL LESSONS IN SPIRITUALITY ...................................................14 Public Humiliation – Private Despair..........................................................22 Literature and Life.......................................................................................24 Family Expectations ...................................................................................27 2 SCHOOL BELLS ............................................................................................30 The First Gathering .....................................................................................30 Maintaining a Profession of Faith ...............................................................34 The Right to Pray ........................................................................................40 Contest in the Stands ...................................................................................48 To Pray or Not to Pray ...............................................................................51 Lesson Gone Awry......................................................................................54 Woman’s Work ...........................................................................................58 Rain on the Homecoming Parade................................................................68 Contamination of Society............................................................................72 Whose Law?................................................................................................77 3 CHURCH BELLS............................................................................................80 Christmas Concert .......................................................................................80 A Good Plan ................................................................................................86 8 School Days.................................................................................................92 Standards ??.................................................................................................95 Execution of the Evolution Lesson ...........................................................100 4 SERVICE BELLS..........................................................................................105 Sanctuary...................................................................................................105 Seeing More of the World.........................................................................111 Prom – Another Night of Blessings ..........................................................113 Party Favors...............................................................................................116 A Good Community ..................................................................................119 Spreading the Word by E-Mail .................................................................126 Graduation Wishes ....................................................................................140 Graduation.................................................................................................141 5 INSIDE THE BELL JAR...............................................................................147 Religious Alchemy....................................................................................147
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