As global challenges increasingly require an interdisciplinary approach, this study highlights the urgency of taking stock of the forces that guide how teachers navigate complicated concepts in their classrooms such as climate change. This study takes up science education more specifically and emphasizes that not only is it important that students in science classrooms learn the social and political factors that influence real world science, but also that there must be recognition of the context specific factors that influence what and how science teachers teach about these complicated dimensions. Furthermore, it examines the ways in which those social and political factors are not only context specific, but also inform and shape science teacher identity. I address these socio-political dimensions to science teaching in a geographic context under explored by education literature and increasingly plagued with scientific challenges that have social and political implications: a Caribbean country called Guyana located in South America. I use a narrative inquiry design in which positioning theory and the "figured worlds" concept are embedded theoretically and analytically to examine (1) How do science teachers situate science as a socio-political discipline, and (2) In what ways do science teachers position themselves as socio-political actors through their teaching work? This study focuses on interviews with six secondary school science teachers who simultaneously hold higher level positions. Analysis indeed reveals a multitude of tensions and barriers that teachers navigate that have roots in the socio-historical context of Guyana and affect their positioning in relation to their students, teaching, and society. I conclude with a discussion of possible consequences for science education if scholars orient science teachers as socio-political actors without considering the implications of the word "political" in different contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]