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266 S.N. Martin

stakeholders in collective discourse around issues of difference and provide polysemic
perspectives on how place-based science education can promote the reinhabitation
of shared places. From a critical place-based education perspective, cogenerative
dialogue offers educators a means to engage participants in dialogue and consider
their situationality in an effort to transform it by asking, both as individuals and as
a collective, what should happen in this place?, and what role should I play in
constructing this place? When teachers and students gain critical awareness of self,
in relation to both people and the environment, they can begin to “reinhabit their
places, that is, pursue the kind of social action that improves the social and ecological
life of the places, near and far, now and in the future” (Gruenewald 2003a, p.7).
This seems a truly noble goal for science education in any place.

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