ABSTRACT
In the five preceding chapters, we meet a range of people whose everyday knowing somehow comes into conflict with official science and science education. There are Ms. Herlton and LaShaundra, two African American women of very different generations, who exhibit a lot of everyday knowing about the natural world but whose local everyday knowledge is made to pale in relation to official scientific knowledge. There are Anselmo Quam and his Zuni people, who have developed tremendous agricultural knowledge that allowed them to farm in an area where the industrialized ways of the only apparently globalized and globalizing agro-industry no longer work and yet who are encouraged to abandon their ways in favor of the tractors and plows of the Whites. There are SungWon and her research participant (Miko), who are confronted with themselves as they experience the radical changes that come with transnational migration, which can be viewed as an analogy for the “migration” from everyday life into the science classroom. There is Chris Emdin, who comes to understand the needs of his students through shared experiences in the hip hop culture and its ways of relating to others and its knowledge, both of which exhibit similarities and differences. And, finally, there are Arturo, Augusto, and the other Mexican immigrants and migrant workers, whose agricultural knowledge is in danger of being obliterated in the schools and towns of the American Midwest.
