Abstract
This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social justice lies at the heart of inquiry in science in schools.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1 There is no clear distinction between traditionalists and progressives. There are many grey areas. This is simply a ploy to set up the main terms of the debate.