Abstract
The integration of science with the state in Australia profoundly effects all activities associated with science and technology, including the teaching of science to future citizens. The imperatives of the relationship between science and the state results in a schooling which supports and enhances this relationship. I argue that it is because of this relationship that the public finds itself excluded from participation in decision‐making. As a consequence the schooling of science disconnects future citizens from the culture of democracy ‐‐ as ‘foreigners in their own culture’ ‐‐ and this is a primary feature of current conceptions of scientific literacy. This is illustrated with the example of benzene.
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