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The article addresses how remnant or transformed colonialiststructures continue to shape science and science education, and how that impact might bemitigated within a postcolonial environment in favor of the development of theparticular community being addressed. Though cognizant of, and resistant to, the ongoingcolonial impact globally and nationally (and any attempts at subjugation, imperialism,and marginalization), this article is not about anticolonial science. Indeed, it isrealized that the postcolonial state of science and science education is not simplydefined, and may exist as a mix of the scientific practices of the colonizer and thecolonized. The discussion occurs through a generic postcolonial lens and is organizedinto two main sections. First, the discussion of the postcolonial lens is eased througha consideration of globalization which is held here as the new colonialism. The articlethen uses this lens to interrogate conceptions of science and science education, and tosuggest that the mainstream, standard account of what science is seems to represent aglobalized- or arguably a Western, modern, secular-conception of science. This standardaccount of science can act as a gatekeeper to the indigenous ways of being, knowing, anddoing of postcolonial populations. The article goes on to suggest that as a postcolonialresponse, decolonizing science and science education might be possible through practicesthat are primarily contextually respectful and responsive. That is, localization issuggested as one possible antidote to the deleterious effects of globalization.Trinidad, a postcolonial developing Caribbean nation, is used asillustration

Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates)