Abstract
This paper discusses the debates around multiculturalism both as a politics of recognition and as a proposed epistemic position in the context of science education. It concludes that there are neither uncontroversial ethical and political grounds, nor tenable epistemic reasons, for linking a multiculturalist approach to science education with a non-universalist approach to science, nor for a refusal to make evaluative comparisons between different sorts of knowledge claims originating in different cultures.
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Irzik, G., Irzik, S. Which Multiculturalism?. Science & Education 11, 393–403 (2002). https://doi.org/10.1023/A:1016060516735
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DOI: https://doi.org/10.1023/A:1016060516735