Toward an Unsettling Hauntology of Science Education

Higgins, Marc

doi:10.1007/978-3-030-94720-0_5

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…https://journals.library.ualberta.ca/jcie/index.php/jcie 12 knowledges systems in educational spaces. For example, heeding Marker's (2006) attentiveness to not only the ways in which Indigenous spirituality is framed as Western rationality's Other, but how the mutual exclusion of spirituality within "what counts" as knowledge is murky, ever shifting as a function of settler colonial power, I've been on the lookout for similar stories which might unsettle science education's sedimented exclusion of Indigenous ways-of-living-withnature around questions of spirituality (see Higgins, 2021Higgins, , 2022.…”

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Relations in the Alluvial Zone: Place and Indigenous Knowledges in Michael Marker’s Scholarship

McGregor,

Higgins

2023

JCIE

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Through more than 20 years of scholarship, Michael Marker brings our attention, again and again, and more deeply, to the sentient, relational, spiritual, and political dimensions of place. This analytic review of his body of work illuminates Marker’s teachings on place, specifically, in education, history, and Indigenous knowledges. It is an effort to both crystalize and mobilize his conceptualization to inform future work by others. Place, Marker teaches us, functions as an agent in the transmission of knowledge, and in the course of events over time (sometimes referred to as history). Place is also centered in Marker’s research as an analytic tool. He incisively points out the consequences of neglecting the aforementioned dimensions of place from Indigenous perspectives and for Indigenous communities, as well as their relations in teaching, learning, and research contexts. In his later work, Marker introduces the metaphor of alluvial zones to characterize the co-presence of Indigenous and Western epistemologies and ontologies in the university setting. We work with Marker’s metaphor of the university as an alluvial zone to consider conceptualization and enactment of place as emblematic of Western and Indigenous knowledges coming together to both combine, and not combine, in ways that matter. In our resulting review of his work we found six themes on which we elaborate: recognizing local ancestors; placing knowledges; sustaining land relationships; engaging responsibilities; nurturing spirits; and confronting place refusals. We close with the intention to continue to circulate the gift of Michael Marker’s scholarship by offering educational scholars a set of questions to engage with the agency of place, as they embark on decolonizing research and teaching in their particular alluvial zones, within their own historical and ideological conditions.

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Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Relations in the Alluvial Zone: Place and Indigenous Knowledges in Michael Marker’s Scholarship

McGregor,

Higgins

2023

JCIE

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Conclusion: Amplifying Science Education Research with(in) a Minor Key

Wallace,

Higgins

2023

Palgrave Studies in Education and the Environment

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Science educators are invited to consider the always-already capacity of Nature to address some of the persistent dilemmas confronting our work as science educators in this contemporary moment—a minor language. By enacting science education research in a minor tenor (as opposed to majoritarian thought), deterritorialization, political immediacy, and collective enunciation become intentional practices of grappling (as opposed to mere byproducts). Images of what is possible for science education research within a new tenor are illuminated.

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Toward an Unsettling Hauntology of Science Education

Cited by 2 publications

References 33 publications

Relations in the Alluvial Zone: Place and Indigenous Knowledges in Michael Marker’s Scholarship

Relations in the Alluvial Zone: Place and Indigenous Knowledges in Michael Marker’s Scholarship

Conclusion: Amplifying Science Education Research with(in) a Minor Key

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