| Abstract: | This article provides three different accounts of a gender-equity project in a Grade 10 science class. The three stories, a realist one of victory over oppression, a realist story of inclusion, and a reflexive story of identity, illustrate different rhetorical forms for representing research and different assumptions about gender, pedagogy, equity, and the representation of data. Any version of a project can only be a partial account. As teachers and researchers, our commitments and investments influence our questions, understandings, and representations. The content and form of our stories imply particular relationships with an audience. Those responsible for policy tend to favor realist stories that reduce complexity and increase certainty. Others may be more interested in stories that portray complexity and highlight the need for judgments in particular contexts. No one form is appropriate for all occasions. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 859–876, 1998. |
