Negotiations of the conflicts and differences between knowledge systems are necessary for intercultural science education. We investigate the possibility for science education to serve as a bridge between conventional and modern knowledge, drawing on anthropological fieldwork and pedagogical interventions in two agricultural communities in Northeast Brazil. While academic information is prioritised in biology education, traditional knowledge influences agricultural activities and relationships with the environment in the villages of Coraço de Maria and Retiro. We examine the relationships between traditional and academic ecological knowledge in these communities and make the case that they can guide reflective practises in intercultural dialogue on the basis of philosophical discussions about "partial overlaps" between epistemologies, ontologies, and value systems. Analyzing the research themes and objects of papers that were published in Anthropology and Education Quarterly between 2000 and 2009 will be the subject of this analysis. We discovered that when it comes to study themes, the Monolingual Bilingual Education, concerns of identification, social exclusion, and cultural conflict, as well as the clash between modernity and tradition, are crucial to Anthropology and Education Quarterly. When it comes to study subjects, Anthropology and Education Quarterly places a lot of emphasis on studies of mainstream culture and cultural diversity. Additionally, it emphasises the global viewpoint of Educational Anthropology and pays attention to how other nations' educational systems are doing. Hence, China's Educational Anthropology should broaden its areas of study, focus on the study of domestic mainstream culture, and take its educational ethnography abroad while also strengthening the self-construction.
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