ABSTRACT
In this paper I intend to examine how far the literature relating to scientific literacy converges in its meaning and understanding of the term. Science educationalists in Britain and elsewhere have attempted to identify the abilities that characterize a person who is 'scientifically literate', but it would appear that all the studies undertaken tend towards a normative view of scientific literacy that is highly Eurocentric. The dominant discourse about scientific literacy disregards forms of scientific literacy that are essentially functional, which operate in groups bound by a common set of values and/or occupations. Traditional forms of knowledge - utilized by such groups as members of families in a travelling circus, or nomadic people, which enable them to adapt to and shape their environment in a methodical way that is grounded in practice-are not considered as forms of scientific and technological literacy. In this paper I intend to show that the models of scientific literacy intended for schools are in conflict not only with the functional scientific literacies mentioned above but also with the concerns of many young people. This paper attempts to offer alternative frameworks in defining scientific literacy, in order to equip future citizens in playing an active part in improving the quality and diversity of all forms of life on this planet.
