Ecological Identity Work in Higher Education: Theoretical Perspectives and a Case Study

Abstract

This paper develops and extends the concept of ecological identity work through an investigation of issues of identity among students studying the environment at one US university. We conceptualize identity work as both an individual and group process through which students locate themselves in relation to particular, relatively preformed ecological identities, while also attempting to redefine the boundaries of ecological identity itself. Using interview and participant observation data we ask what kinds of ecological identity work takes place among students and who is involved in defining and policing ecological identities. We argue that this approach can contribute to our understanding of the relationship between environmental education, philosophy and action.

Environmental Identity and Natural Resources: A Dialogical Learning Process

“…The assumption is that individuals, in verifying their identity meanings, try to avoid conflict and therefore create an "identity hierarchy". This assumption is contested by others [24], who offer evidence that the strength of individual identifications with nature will vary, as will the very meaning of this "nature" (which in and of itself is a social construct that varies across time and space) to which individuals relate. The environmental education classroom is a space where students engage in what one researcher [25] refers to as "ecological identity work".…”

“…The researchers conclude that, in this process, students become worthy role models for one another. Another study [24], however, makes clear that intense interaction does not always lead to "critical identity work" but can result in "conformative identity work", too. Environmental classrooms are often involved in the process of defining and policing the boundaries of an environmental identity, and leave little space for questioning boundaries, labels and easy categorization [28,29].…”

“…Identity work simultaneously involves both constructing who we are and who we are not; it is something that people do collectively as well as individually. In this way, individuals "negotiate" the boundaries of their identities: "identity work not only involves placing oneself inside and outside certain identity boundaries, but also (re)creating and defending those boundaries themselves" [24]. Their research among students studying the environment at university shows that students want to be seen as "concerned environmentalists", but at the same time resist the sort of categorization that "forces them into a religion".…”

“…The environmental education classroom is a space where students engage in what one researcher [25] refers to as "ecological identity work". Ecological identity work is defined as "an individual and group process in which students both locate themselves within relation to particular, relatively preformed ecological identities (a process we call conformative identity work) while also in some ways attempting to redefine these very boundaries of ecological identity (which we refer to as critical identity work)" [24]. Identity work simultaneously involves both constructing who we are and who we are not; it is something that people do collectively as well as individually.…”

Framing Devices in the Creation of Environmental Responsibility: A Qualitative Study from Sweden

“…We focus on identity work to emphasize that we are interested in the process of self-narration. Identity work is both an individual and a group process [35]. Identity work provides individuals and groups with motivation, which influences individual and collective behavior [30].…”