In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and "border thinking" (after Mignolo, 2000) that become useful to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected to discuss Cobern and Loving's (2001) "Defining 'Science' in a Multicultural World: Implications for science education" and Siegel's (2002) "Multiculturalism, Universalism and Science Education: In search of common ground" from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity.