Marc Higgins' research work is an extension of a longstanding involvement with, in, and across the fields of Indigenous education, science education, and media-technology education. Having taken him from Canadian coast (East), to coast (North), to coast (West), this curricular development and pedagogical delivery of inter-disciplinary and cross-cultural educational programming took place in over 50 reserve and urban Aboriginal communities with Ottawa-based, national STEM education not-for-profit organization Actua. From this teaching and learning has stemmed a deep engagement with/in the complexities and complications that occur through the navigation and negotiation of Indigenous and Western modern ways-of-knowing (i.e., epistemology) and ways-of-being (i.e., ontology). In order to work within and against systems that render these encounters a form of pedagogical violence and/or (fore)closure, Marc has been working in the methodological space within and between Indigenous, decolonizing, post-colonial, and post-humanist theories in order to think and practice education and educational research differently around contested curricular concepts (e.g., what "counts" as science) towards ethical forms of Indigenous--non-Indigenous relationality.
2016 Ph.D. in Interdisciplinary Inquiry in Education, University of British Columbia
Dissertation Title: Wandering within, against, and beyond the pathways of science education: Towards heeding the call of Indigenous science
2010 M.Ed. Lakehead University
Thesis Title: Decolonizing actions that speak louder than words: Science education through multiple lenses in Nunavut
2005 B.Ed. in Intermediate/Senior Physics and Mathematics, L’Université d’Ottawa
2004 B.Sc. in Physics, University of New Brunswick
My research interests include (but are not limited to):
Higgins, M. (2020). Unsettling Responsibility in Science Education: Indigenous Science, Deconstruction, and the Multicultural Science Education Debate. New York, NY: Palgrave Macmillan
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., & Kim, E.J. (2019). De/colonizing methodologies in science education: Rebraiding research theory-practice-ethics with Indigenous theories and theorists. Cultural Studies of Science Education, 14(1), 111-127. DOI: 10.1007/s11422-018-9862-4
Higgins, M., Mahy, B., Aghasaleh, R., & Enderle, P. (2019) Patchworking response-ability in science and technology education. Reconceptualizing Educational Research Methodology, 2, 3(2), 356-382.
Higgins, M., & McFeetors, J. (2019). Board games as play-full pedagogical pivots for STEM teaching and learning. Journal of the Canadian Association for Curriculum Studies, 17(1), 90-110.
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.
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
McGregor, H., Madden, B., Higgins, M., & Ostertag, J. (2018). Braiding Designs for Decolonizing Research Methodologies: Theory, Practice, Ethics. Reconceptualizing Educational Research Methodology, 9(2), 1-21.
Wallace, M., Higgins, M., & Bazul, J. (2018). Thinking with Nature: Following the contours of minor concepts for ethico-political response-ability 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.
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).
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. (2020). Thinking with Kihkipiw: Exploring an Indigenous theory of assessment and evaluation for teacher education. In S. Cote-Meek and T. Moeke-Pickering (Eds.), Decolonizing and Indigenizing Education in Canada (pp. 73-90). Vancouver, BC: Canadian Scholars.
Higgins, M. (2019). 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 (pp. 67-89) . New York: Springer.
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. (2019). 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 (pp. 293-312). Basingstoke, UK: Palgrave Macmillan.
Higgins, M., Wallace, M., & Bazzul, J. (2019). Staying with the trouble in science education. In C. Taylor and A. Bayley (Eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research (pp. 155-164). Basingstoke, UK: Palgrave Macmillan.
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.
Higgins, M. (2020). Review of A World of Many Worlds by M.de la Cadena and M. Blaser, eds. Transmotion, 6(1), 297-302.
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 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.
EDU 100/300: Contexts of Education
EDEL 316: Communication through Mathematics
EDES 501: Possibilities for Reconciliation and Peaceful School Communities
EDSE 451: Integrating Theory and Practice in the Advanced Professional Term (Secondary Science Education)
EDSE 455: Curriculum and Teaching for Secondary School Science Majors II
EDSE 502: An Inquiry into the Intersection of Teachers, Narrative, Emotion, and Depression
EDSE 502: Intersectional Approaches to Science Education
EDSE 504: Curriculum Inquiry
EDSE 511: Research Design in Secondary Education
EDSE 670: Postcolonial Perspectives, Theories, and Curriculum
EDSE 900: Research/Capping Excercise
This course provides an introduction to the teaching and learning of mathematics in the elementary classroom. The focus will be on using curriculum, strategies, planning and resources to meet student needs. Prerequisite: EDU 100 and 210; pre/corequisite EDU 211. For students in the Elementary After Degree program: pre/corequisite EDU 210, 211, and 300. EDEL 316 is offered as part of Year 3 of the Elementary Program Route.Winter Term 2021
Focus is on current issues in mathematics education related to teacher and student roles, mathematical tasks and tools, and the learning environment. Prerequisite: An introductory curriculum and instruction course in mathematics education; or consent of Department.Fall Term 2020
Designed to enable students to conceptualize and design a thesis proposal for their Master's degree. Prerequisite: EDSE 510 or consent of Department.Winter Term 2021
Prerequisite: EDSE 510 or consent of Department.Winter Term 2021
This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education]Fall Term 2020