My research interests include (but are not limited to):
- Science and Technology Education
- Decolonizing Curriculum and Pedagogy
- Educational Research Methodologies (Decolonizing, Indigenous, Post-Colonial, Post-Structural, Post-Humanist, Post-Qualitative, Participatory, Community-Based, Visual, Arts-Based)
- Inter- and Trans-Disciplinary Inquiry in Education
Edited Special Journal Issues
Higgins, M., Wallace, M., & Bazzul, J. (in press). Disrupting and displacing methodologies in STEM education: From engineering to tinkering with theory for eco-social justice. Canadian Journal of Science, Mathematics and Technology Education.
Peer-Reviewed Journal Articles
Higgins, M., & Tolbert, S. (in press). A syllabus for response-able inheritance in science education. Parallax.
Higgins, M., Wallace, M., & Bazzul, J. (in press). Disrupting and displacing methodologies in STEM education: From engineering to tinkering with theory for eco-social justice. Editorial for special issue in Canadian Journal of Science, Mathematics and Technology Education.
Wallace, M., Higgins, M., & Bazul, J. (in press). Taking Nature seriously: Contours of possibility in science education. Canadian Journal of Science, Mathematics and Technology Education.
Higgins, M. (2018). Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (Re)thinking “what counts” through Foucaultian prismatics. Cultural Studies in Science Education, 13(1), 185-203 . DOI: 10.1007/s11422-016-9799-4
Higgins, M., & Kim, E.J. (2018). De/colonizing methodologies in science education: Rebraiding research theory-practice-ethics with Indigenous theories and theorists. Cultural Studies of Science Education. DOI: 10.1007/s11422-018-9862-4
Bazzul, J., Wallace, M., & Higgins, M. (2018). Dreaming and immanence: Rejecting the dogmatic image of thought in science education. Cultural Studies in Science Education. DOI: 10.1007/s11422-017-9816-2
Higgins, M. (2017). Post-qualitative mo(ve)ments: Concluding remarks on methodological response-abilities and being wounded by thought. Conclusion for special issue in Reconceptualizing Educational Research Methodology, 8(3), 89-101
Higgins, M., & Madden, B. (2017). (Not so) monumental agents: De/colonizing places of learning. Canadian Social Studies, 49(1), 34-38.
Higgins, M., Madden, B., Bérard, M.-F., Lenz Kothe, E., & Nordstrom, S. (2017). De/signing research in education: Patchwork(ing) methodologies with theory. Educational Studies, 43(1), 16-39.
Higgins, M. (2016). Placing photovoice under erasure: A critical and complicit engagement with what it theoretically is (not). International Journal of Qualitative Studies in Education, 29(5), 670-685.
Kothe, E. L., Higgins, M., Stiegler, S., Madden, B., & Bérard, M.-F. (2015). A quick guide to speed-dating theorists through thinking with theory in qualitative research: Viewing data across multiple perspectives [Review of the book Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives by A. Jackson & L. Mazzei]. The Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation, 6(1), 68-78.
Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (the lack of) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education. Race Ethnicity and Education, 18(2), 251-276.
Higgins, M. (2014). Rebraiding photovoice: Putting to work Indigenous conceptions of praxis and standpoint theory. Australian Journal of Indigenous Education, 43(2), 208-217.
Higgins, M. (2014). De/colonizing pedagogy and pedagogue: Science education through participatory and reflexive videography. Canadian Journal of Science, Mathematics and Technology Education, 14(2), 154-171.
Madden, B., Higgins, M., & Korteweg, L. (2013). “Role models can’t just be on posters”: Re/membering barriers to Indigenous community engagement. Canadian Journal of Education, 36(2), 211-247.
Higgins, M. (2011). Finding points of resonance: Nunavut students’ perceptions of science. in education, 17(3).
Higgins, M. (in press). Pursuing response-ability in de/colonizing science education. In J. Bazzul & C. Siry (Eds.), Critical Voices in Science Education: Narratives of Hope and Struggle. New York: Springer.
Higgins, M. (in press). Positing an(other) ontology within science education: Towards different practices of ethical accountability within multicultural science education. In K. Scantlebury & C. Milne (Eds.), Material Practice and Materiality: Too Long Ignored in Science Education. New York: Springer.
Higgins, M., & Madden, B. (in press). Refiguring presences in Kichwa-Lamista territories: Storying with Indigenous place. In C. Taylor and A. Bayley (Eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Basingstoke, UK: Palgrave Macmillan.
Higgins, M., Wallace, M., & Bazzul, J. (in press). Staying with the trouble in science education. In C. Taylor and A. Bayley (Eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Basingstoke, UK: Palgrave Macmillan.
Rotas, N., Nxumalo, F., Higgins, M., Madden, B., & Pacini-Ketchabaw, V. (in review, invited). Encountering Indigenous and new materialist onto-epistemologies in educational research. In O. Cielemęcka and W. Stark (Eds.) New Materialism: Networking the European Scholarship on ‘How Matter Comes to Matter’. Edinburgh, Scotland: Edinburgh University Press.
Higgins, M., & Madden, B. (2018). (Not idling at) the Flâneur in Indigenous Education: Towards being and becoming Community. In R. Irwin & L. Cutcher (Eds.), The Flâneur and Education Research: A Metaphor for Knowing, Being Ethical and New Data Production (pp. 1-28). New York: Palgrave Pivot.
Higgins, M. (2016). Decolonizing school science: Pedagogically enacting agential literacy and ecologies of relationships. In C. Taylor & C. Hughes (Eds.), Posthuman Research Practices (pp. 267-289). Basingstoke, UK: Palgrave Macmillan.