In this article, I take the idea of science as a cultural construct in order to understand the formation of boundaries, the maintenance of boundaries, and the permeability of margins within and between cultures. I use the metaphor of the child, my experiences working in science education on two continents, and my social theory toolbox to structure my discussion. I begin by describing the relationship between science and inquiry, and how inquiry organizes and structures human reality. Then a brief history is provided of education in Togo, West Africa. The next section addresses the classroom and schooling practices I observed in Togo in the 1990s. Using western theories I identify and characterize the cultures of training and education and analyze their implications for education. The final section offers interpretations and warnings on the use of ‘science’ in order to highlight the use of boundaries and our own colonialization.
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