This paper considers how the notion of pedagogical content knowledge (PCK) has developed and changed over the past 20 years. It draws on the preceding papers in this special issue to reflect on the big picture issues and ideas that are important in shaping understandings of PCK and the nature of research on PCK. The paper is structured around four…

"Culturally-Sensitive Schooling" as proposed by Brayboy and Castagno offers an important way of thinking about the relations between formal and informal science learning and between Western and Indigenous science. The constructiveness framework adopted by Brayboy and Castagno in their discussions is consistent with the theoretical approach…

This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and…

Despite completing undergraduate degrees in the life sciences, few Indigenous women choose to pursue careers in scientific research. To help us understand how American Indian students engage with science, this ethnographic research describes (1) how four Navajo women identified with science, and (2) the narratives they offered when we discussed…

This article reviews the contributions of Cliff Malcolm while in South Africa during the period 1997-2005. It focuses on his contribution to the fields of science education, teacher education, learner-centered education, transformational outcomes-based education and HIV/AIDS education. In this paper we provide snapshots of his work as an academic,…

This article reports on the first two phases of a multiphase science education development project in predominantly Maori kura (school communities) in the central region of the North Island of Aotearoa New Zealand. The development project in its entirety employs an action research methodology and by so doing endeavors to support the improvement of…

In this response to commentators on our article entitled, "How might Native science inform 'informal science learning'?," we offer elaboration on the role of Indigenous Knowledges (IK) in informing Native Science. In the response, we argue that IK is not only pertinent to the conversation of Native Science, but that it is a necessary piece in the…

Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial…

Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge,…

In this commentary on Brayboy and Castagno's paper, published in this volume, we discuss, on the one hand, many points of agreement between their proposal of culturally responsive schooling for indigenous youth and El-Hani and Mortimer's proposal of culturally-sensitive science education. On the other hand, we focus on a key disagreement, not only…

This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou. Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices and consider the prospects of creating culturally inclusive science education. We learn that…

The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process of cultural bricolage that leads to cultural metissage and therefore hybridity and heterogeneity.…

In this paper, in response to Ajay Sharma's paper titled "Portrait of a science teacher as a bricoleur: A case study from India" and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss questions of over-essentializing an Indian school context, propose that teacher and student…

The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science's cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced…

In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange--as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart--from the perspective of the…