Primary school practices are often bound by traditions that perpetuate compliance and skills-based, decontextualized, rote memorization activities. These histories of practice, prevalent in schools serving mostly Black and Brown children, make it inordinately difficult for students to author themselves as knowledge builders (i.e., with epistemic…

The aim of this study is to explore how cultural factors interact with preschool teachers' shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group…