Education systems in once-colonised locations cannot escape the abiding legacy of colonisation. Science, in particular, has played a prominent role in the reasonings and rationalisations of the colonial process. When considered in the context of an education system established by imperial powers, it is difficult to reconcile processes of self-determination without examining perceptions of the past, present, and future roles of science education. This exploratory study examines the knowledge-power dynamic of science education as articulated by high school science education stakeholders in The Bahamas. A selection of students, teachers, and administrators described their own understandings of the history, present positioning, and future direction of science education. When analysed within a knowledge-power framework, the underlying structure sees science education as a fundamental tool in the migration of people and ideas, revealing a complex relationship between the pragmatic needs of individuals and shared motivations to elevate national standing. The study provides insights that will help inform science educators as they develop decolonising strategies in contexts that have been bruised by the colonial heritage of science education.

中文翻译：

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在权力知识框架内重新审视后殖民科学教育

曾经被殖民过的地方的教育系统无法摆脱殖民留下的持久遗产。特别是科学在殖民过程的推理和合理化中发挥了重要作用。在由帝国建立的教育体系的背景下考虑时，如果不检查对科学教育的过去、现在和未来角色的看法，就很难调和自决过程。这项探索性研究检验了巴哈马高中科学教育利益相关者所阐述的科学教育的知识力量动态。部分学生、教师和管理人员描述了他们对科学教育的历史、现状和未来方向的理解。在知识力量框架内进行分析时，基本结构将科学教育视为人员和思想迁移的基本工具，揭示了个人的务实需求与提升国家地位的共同动机之间的复杂关系。该研究提供的见解将有助于科学教育者在受到科学教育殖民遗产破坏的背景下制定非殖民化战略时为他们提供信息。