Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate "epicization" and "novelization" as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of "epicization," towards a unitary language and to cultural centralization. We then propose "novelization" as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. (Contains 3 figures and 2 notes.)