15.) Han, S., Wallace, M. F. G., & Robinson-Morris, D. (under review). Being-slow: A timeless curriculum of resistance in education.
14.) Wallace, M. F. G. (2019). Showtime: The biopolitical performance of ‘effective beginning science teacher.’ Cultural Studies of Science Education, 14, 963–980. doi: doi.org/10.1007/s11422-018-9885-x
13.) Higgins, M., Wallace, M. F. G., & Bazzul, J. (2019). Staying with the trouble in science education: Towards thinking with nature. In C. Taylor (Eds). Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Palgrave McMillan
12.) Wallace, M. F. G. (2019). Multiplicitous moments: The inculcation, abstraction, and resistance of the novice science teacher. In J. Bazzul & C. Siry (Eds.), Critical Voices in Science Education Research: Narratives of Academic Journeys. New York: Springer.
11.) Higgins, M., Wallace, M. F. G., & 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. doi: https://doi.org/10.1007/s42330-018-0020-5
10.) Wallace, M. F. G., Higgins, M., & Bazzul, J. (2018). Thinking with nature: Following minor concepts for ethico-political response-ability in science education. Canadian Journal of Science, Mathematics, and Technology Education, 18(3), 199-209. doi: https://doi.org/10.1007/s42330-018-0026-z
9.) Wallace, M. F. G. (2018). Becoming-with/in educational research: Minor accounts as care-full inquiry. In K. Strom, T. Mills, & A. Ovens (Eds.), Decentering the Educational Researcher in Intimate Scholarship: Posthuman materialist perspectives. United Kingdom: Emerald Publishing Group.
8.) Wallace, M. F. G., & Byers, C. (2018) Duo-Currere: Nomads in Dialogue (Re)searching for Possibilities of Permeability in Elementary Science Teacher Education. Currere Exchange Journal, 2(1).
7.) Wallace, M. F. G. (2018). The paradox of un/making science people: Practicing ethico-political hesitations in science education. Cultural Studies of Science Education. doi: 10.1007/s11422-017-9831-3
6.) Bazzul, J., Wallace, M. F. G., & Higgins, M. (2018). Dreaming and immanence: Rejecting the dogmatic image of thought in science education. Cultural Studies of Science Education. doi: 10.1007/s11422-017-9816-2
5.) Wu, J. Eaton, P. W., Robinson-Morris, D., Wallace, M. F. G., & Han, S. (2018). Perturbing possibilities in the post qualitative turn: Lessons from taoism (道) and ubuntu. International Journal of Qualitative Studies in Education, 31(6), 504-519. doi: 10.1080/09518398.2017.1422289 4.) Wallace, M. F. G. (2017). Subjects in the threshold: Opening-up ethnographic moments that complicate the novice/veteran science teacher binary. Issues in Teacher Education, 26(6), 96-110.
3.) Wallace, M. F. G., & Webb, A. W. (2016). In the midst of a shift: Undergraduate STEM education and “PBL” enactment. Journal of College Science Teaching, 46(2), 47-55.
2.) Wallace, M. F. G. (2016). Trash or treasure: Re-conceptualizing my ruins as a tool for re-imagining the nature of science teacher education. In G.A. Buck, & V.L. Akerson, (Eds. pp. 341-362). Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice. Switzerland: Springer International.
1.) Webb, A. W, Bunch, J. C., & Wallace, M. F. G. (2015). Agriscience teachers’ implementation of digital game-based learning in an introductory animal science course. Journal of Science Education and Technology, 24(6), 888-897. doi: 10.1007/s10956-015-9571-7