Abstract
This article examines the educational research and policy surrounding "science for all" as it relates to children living and learning in poverty. The author illustrates that science for all students, although egalitarian in theory, has proven difficult to actualize among all students in all schools, especially those living and learning in poverty, in part because it positions students and science in a relationship where only students can change. It is argued that if "science for all" is to be a reality, then the reflexive nature of the relationship between science and all must be articulated.
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