In this forum, I explore how science teaching and learning as a moral act needs to be based in the context of a local community. I agree with Alaina Szostkowski and Bhaskar Upadhyay's assertions that if science teaching is to be equitable it needs to recognize the sociocultural variations between the Global South and the West. I also agree with them in that social justice and equity-oriented science teaching is a moral imperative. I counter the notion of moral universalism as unsustainable in a diverse society where students and families come from multiple social, cultural, and religious values and beliefs. I take the stance that science teaching and learning needs to be viewed through the idea of moral relativism where other values and beliefs are central to equitable science practices. Thus, in the context of Malaysia, the idea of "zakah," giving material things including knowledge, could be one way to influence science teachers for socially just and equitable teaching. I then explore the idea of zakah both in the Malaysian context and also more broadly as a morally sustaining practice. [This review essay addresses issues raised in Alaina Szostkowski and Bhaskar Upadhyay's paper entitled: "Looking Forward by Looking Back: Equity in Science Education as Socially Just and Morally Healing Action" (EJ1218522).]