Abstract
At the heart of discussions about an appropriate school science in a diverse world are questions about the status of modern science versus other schemes for understanding the natural world. Does modern science occupy a privileged epistemological position with respect to alternative beliefs? There has been a movement from an emphasis on replacing students’ ideas based on traditional cultures to one of respecting those ideas and adding to them an understanding of modern science ideas and an exploration of when each might be useful. Respecting both sets of explanations need not deny discussions about credibility in particular contexts. School science, however, is always located within wider educational and political structures. Broad elements of the community must be engaged in dialogue concerning what knowledge about the natural world is important, to whom, and for what purposes.
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