"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 traditionally used by many researchers and scholars interested in science learning. In this article I explore the basic concepts introduced in their paper, but use a different theoretical lens for explicating concept formation. Through a cultural-historical reading of "Culturally Sensitive Schooling," different insights can be gained about the relations between everyday informal learning and schooled learning in science. I argue that dialectical logic is more productive for re-theorising science teaching and learning in culturally diverse communities.