ABSTRACT
This chapter examines to what extent the Science National Curriculum hinders or helps attempts to arrive at a more balanced and less parochial science curriculum. It discusses the relationship between multicultural and anti-racist science teaching and give some specific suggestions for classroom practice in the teaching of particular topics. The Science National Curriculum as it eventually emerged contained none of this section on ‘Science and cultural diversity’. Although important, considerable care needs to be taken in incorporating examples of multicultural science into one’s teaching. First, any appearance of tokenism may be self defeating. Second, appearing to push a particular line may be counter productive. Third, many pupils are not especially interested in the history of science. Finally, few science teachers are likely to have a background in the history of science. Good science teaching encourages pupils and students to learn about the natural world, to undertake scientific activities.
