This article advances the thinking of Lima, Ostermann and Rezende's "Marxism in Vygotskian approaches to cultural studies of science education" and Mark Zuss' response to their paper. Firstly, it introduces Catherine Malabou's concept of plasticity, from which Hegel's dialectic can be re-read as historical materialist…

In this paper we respond to Staver's article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver's downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these…

This paper responds to Wassell and LaVan's paper on the transition from a preservice coteaching experience to independent teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching. In our response, we argue that coteaching can also be applied "alongside" independent teaching in…

This paper attempts to advance the thinking in Stetsenko's paper by situating the concepts of relational ontology and transformative activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko's ideas more operational in terms of access and application by researchers, teachers, policy makers and…