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Science and Cultural Process: Defining an Anthropological Approach to Science Education

The purpose of this article is to define, through discussion and example, the notion of an 'anthropological approach' to science education research, as well as to advocate the potential contribution of such an approach to several research domains and to questions of access and equity. While many science education researchers in the last fifteen years have done work which one might describe as 'anthropological', these writers come from a variety of camps and may or may not think of themselves principally in this light. We hope that the value of this article lies in opening a dialogue about what an 'anthropological' approach to science research might be, as well as about how such an approach might redefine the role which science education research, and science itself, plays in the lives of teachers, students and communities which it affects.