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. (2018). 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, 18(3).
Peer-Reviewed Journal Articles
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
Higgins, M., & Tolbert, S. (2018). A syllabus for response-able inheritance in science education. Parallax, 24(3), 273-294.
Higgins, M., Wallace, M., & Bazzul, J. (2018). 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, 18(3), 187-192.
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
Wallace, M., Higgins, M., & Bazul, J. (2018). Taking Nature seriously: Contours of possibility in science education. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 199-209.
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). 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.
Steinhauer, E., Cardinal, T., Higgins, M., Madden, B., Steinhauer, N., Steinhauer, P., Underwood, M. Wolfe, A., Cardinal, B. (in review). Thinking with Kihkipiw: Exploring an Indigenous theory of assessment and evaluation for teacher education. In S. Cote-Meek and T. Moeke-Pickering (Eds.), Decolonizing the Academy. Vancouver, BC: Canadian Scholars.
Higgins, M. (2019). Pursuing response-ability in de/colonizing science education. In J. Bazzul & C. Siry (Eds.), Critical Voices in Science Education: Narratives of Hope and Struggle (pp. 223-233). New York: Springer.
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.