Pushing the Boundaries Towards a Third Space

This review explores Meyers and Crawford’s “Teaching science as a 9 cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural 10 strategies” by examining how they combine the use of inquiry-based science instruction 11 with multicultural strategies. In this conversation, I point to the need of specific discourse 12 strategies to help teachers and students create hybrid spaces to push the boundaries of 13 cultural congruence as described in this article. These strategies include a reflective 14 component to the explicit instruction that encourages an integration of home and science 15 discourses. My response to this work expands on their use of multicultural strategies to 16 push toward a congruent Third space that asks not only what happens to the students who 17 do not participate in science, but also what happens to science when a diverse group of 18 people does not participate? 19