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. (forthcoming). 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. (forthcoming, invited). Designing a syllabus for a curriculum (to-come): Towards a response-able inheritance in science education. Parallax.
Higgins, M. (in press). 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.
Bazzul, J., Wallace, M., & Higgins, M. (in press). Dreaming and immanence: Rejecting the dogmatic image of thought in science education. Cultural Studies in Science Education.
Higgins, M. (2017). 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. DOI: 10.1007/s11422-016-9799-4
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).
Madden, B., & Higgins, M. (in review, invited). Teacher in place and place as teacher: Reconsidering conversations with Cajete’s ecology of Indigenous education. In R. Irwin & L. Cutcher (Eds.), Not so Idle Flâneur. New York: Palgrave Pivot.
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. (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.