Abstract:
There has been much debate about the reasons for the low participation and attainment levels in science of Maori and Pacific Island students. Explanations have often been couched in terms of deficit theories that blame the victims for their own educational failure. This paper examines the nature of science as it is generally presented in the science classroom. It discusses the influences that have shaped the culture of science, and argues that students are being alienated from science because of difficulties with gaining access to its culture, and because of Western science’s presentation of itself as the only legitimate way of collecting, interpreting and legitimising knowledge of the natural world. Though this presents problems for all students, it presents particular difficulties for students from cultures other than the dominant culture. A possible approach to multicultural science education is discussed.
