Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Education’s Aboriginal Teacher Education Program (ATEP). His research labors the methodogical space between Indigenous, post-structural, and post-humanist theories in order to respond to contested ways of knowing and being, such as Indigenous science.

• 1. Unsettling Metaphysics in Science Education.- 2. The Homework of Response-Ability in Science Education.- 3. Serious Play: Inflecting the Multicultural Science Education Debate through and for Socratic Dialogue.- 4. Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique).- 5. Tinkering with/in the Multicultural Science Education Debate: Towards Positioning An(Other) Ontology.- 6. Positioning Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin.- 7. Response-ablity Revisted: Towards Re(con)figuring Scientific Literacy.- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education.

Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Education’s Aboriginal Teacher Education Program (ATEP). His research labors the methodogical space between Indigenous, post-structural, and post-humanist theories in order to respond to contested ways of knowing and being, such as Indigenous science.

• 1. Unsettling Metaphysics in Science Education.- 2. The Homework of Response-Ability in Science Education.- 3. Serious Play: Inflecting the Multicultural Science Education Debate through and for Socratic Dialogue.- 4. Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique).- 5. Tinkering with/in the Multicultural Science Education Debate: Towards Positioning An(Other) Ontology.- 6. Positioning Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin.- 7. Response-ablity Revisted: Towards Re(con)figuring Scientific Literacy.- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education.

Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Education’s Aboriginal Teacher Education Program (ATEP). His research labors the methodogical space between Indigenous, post-structural, and post-humanist theories in order to respond to contested ways of knowing and being, such as Indigenous science.

• 1. Unsettling Metaphysics in Science Education.- 2. The Homework of Response-Ability in Science Education.- 3. Serious Play: Inflecting the Multicultural Science Education Debate through and for Socratic Dialogue.- 4. Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique).- 5. Tinkering with/in the Multicultural Science Education Debate: Towards Positioning An(Other) Ontology.- 6. Positioning Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin.- 7. Response-ablity Revisted: Towards Re(con)figuring Scientific Literacy.- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education.