Potential Abstract: This paper delves into the complex interplay of causal hegemonies within the context of learning science through a polytextual synthesis approach. By combining multiple sources of text, including academic literature, educational policy documents, and classroom materials, this study aims to provide a comprehensive analysis of how dominant causal narratives shape and influence the learning experiences of students in science education. Drawing on critical theory and poststructuralist perspectives, we interrogate the power dynamics inherent in these hegemonic narratives and their implications for equity and access in science learning. The polytextual synthesis methodology allows us to uncover the subtle ways in which these hegemonies are constructed, maintained, and perpetuated within educational settings. Through this multidimensional analysis, we seek to challenge and disrupt dominant causal narratives that may perpetuate inequalities in science education and hinder the development of a more inclusive and equitable learning environment. Our findings shed light on the importance of critically examining the underlying assumptions and power dynamics embedded in educational discourses around science learning. By centering marginalized voices and perspectives within the polytextual synthesis, we aim to contribute to a more nuanced understanding of how causal hegemonies impact the teaching and learning of science in diverse educational contexts.
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