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 education--its concepts,
categories, policies, and practices--contribute 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.