ABSTRACT
This chapter argues that while science teachers might willingly sign up to the United Nations’ 2030 Sustainable Development Goals, which offer “inclusive and equitable quality education” to all, in actuality they manage to do very little – not least because exclusion and inequity exist in schools and science classrooms. In simple words, education is for everyone, and by extension, science education is for everyone. Callum, the Faculty Head of Science in a Glasgow secondary school, planned an enquiry project along with his science department, including five science teachers, as part of the school's development plan to promote inclusion and equity in their teaching and learning approaches. To identify the type of support required, A. J. Rodriguez's statement must be considered at a student's personal level. Science teachers could argue against bringing these social debates into the science classrooms, perhaps because they are not relevant to the science they teach.
