From the Bronx to Bengifunda (and other lines of flight): Deterritorializing purposes and methods in science education research

In this essay I explore a number of questions about purposes and methods in science education research prompted by my reading of Wesley Pitts' ethnographic study of interactions among four students and their teacher in a chemistry classroom in the Bronx, New York City. I commence three 'lines of flight' (small acts of Deleuzo-Guattarian deterritorialization) that depart from the conceptual territory regulated by science education's dominant systems of signification and make new connections within and beyond that territory. I offer neither a comprehensive review nor a thorough critique of Wesley's paper but, rather, suggest some alternative directions for science education research in the genre he exemplifies. © 2010 Springer Science+Business Media B.V.