An identification and explication of the specific issues which emerged at the meeting and areas identified for further research are described in Sections 3.0 and 4.0 below. In many parts of the world, Western science is a hegemonic icon of cultural imperialism, which creates symbolic violence to the marginalised and oppressed and creates cognitive apartheid in the minds of students. Cognitive apartheid involves the ' boxing ' of science as school knowledge. The hegemonic influence of Western science may in fact lead to cultural annihilation. 2.2 Rationality is universal but variations depend on a context sanctioned by a cultural group or community.
Rationality is an act in accordance with a culturally validated referential system.
Issues of political power and student identity were recognised. 2.4 Philosophers can help articulate differences among cultural groups. 2.5 Diversity among cultures needs to be recognised, therefore in some cultures in which science is not indigenous, science should not be demeaning to the host culture. Science is only one way of making sense out of the physical world. However, one needs to make a curricular decision over the extent to which non-Western ways should appear in the science classroom.