Unsettling Responsibility in Science Education: Indigenous Science, Deconstruction, and the Multicultural Science Education Debate
Marc Higgins
āļ.āļĒ. 2020 · Springer Nature
eBook
350
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This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science educationâits concepts, categories, policies, and practicesâcontribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.
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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 Educationâs 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.
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