ABSTRACT
Science and mathematics classrooms are often presented as places of objective truth, where you find incontestable facts. However, from the content of the subjects, to the research that supports preferred pedagogies, I suggest that these ‘truths’ are ignorant of the power structures that operate within systems and structures. By using a Foucauldian discourse analysis I show how the ‘truths’ of science and mathematics education—research, and the classroom—operate to legitimise certain practices over others. For instance I ask why some notions of ‘learning’ authenticate a ‘real’ scientist (or mathematician), and others are discarded.
