Confronting Hegemony in Environmental Science Education: Faculty Perceptions and Practices
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Authors
Lyons, Rachelle
Date
2025
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
This qualitative study examined undergraduate environmental science faculty perceptions, attitudes, and practices related to curricular integration of critical perspectives and sociopolitical contexts. Emergent themes revealed faculty engagement with sociopolitical dimensions of environmental science is shaped by intersecting contextual factors—individual disposition, disciplinary traditions, departmental culture, institutional priorities, and the broader political landscape. Findings suggest that although most faculty acknowledge the importance of social political contexts, integration remains inconsistent, limited by individual sociopolitical development, disciplinary norms, time constraints, and lack of training or institutional support. Describing the spectrum of faculty awareness and praxis, ranging from acritical adherence to dominate norms to liberatory counter-hegemonic teaching, contributes to the understanding of how these factors shape, and in some cases limit, disciplinary discourse and impact.