Abstract
In Pauline Chinn and David Hana’ike’s chapter exploring the role of place, culture, and situated learning on teacher agency in science, Pauline and David employ Cultural Historical Activity Theory (CHAT) and Actor Network Theories to examine David’s lived experiences as a middle-school science teacher in Hawaii. Through ethno- and biographic narratives, Pauline and David offer a “genealogical” examination of David’s early experiences as a learner, focusing on the ways in which his identity as a Hawaiian native has shaped his growth and development as a science teacher. Specifically, Pauline and David emphasize the intentionality of David’s establishment of activity networks with individuals within schools and the local community as being connected to his identity. They provide examples of how these activity/social networks have supported his development of a teaching practice that has enabled him to successfully connect school learning to place, culture, and science for students who, like David, identify as Hawaiian natives.
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- 1.
Note data reflects Census data identifying people as multiracial/multiethnic, so the sum totals to more than 100%.
- 2.
The Kamehameha School is a private school with three campuses that have a special preference admission policy to admit only students who can prove Hawaiian ancestry.
- 3.
Please note this author has changed his name from Gruenewald to Greenwood. When citing his work in this chapter, I will reference the name that is consistent with the publication.
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Martin, S.N. (2010). Critical Pedagogy of Place: A Framework for Understanding Relationships Between People in (Contested) Shared Places. In: Tippins, D., Mueller, M., van Eijck, M., Adams, J. (eds) Cultural Studies and Environmentalism. Cultural Studies of Science Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3929-3_20
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