Wallace, M. F. G., Bazzul, J., Higgins, M., & Tolbert, S. (Eds.). (in press). Reimagining Science Education in the Anthropocene. Palgrave MacMillian.
Nuxmalo, F., & Wallace, M. F. G. (2021). In Conversation with Fikle Nxumalo: Refiguring onto-epistemic attunements for im/possible science pedagogies. In Reimagining Science Education in the Anthropocene. Palgrave MacMillan.
Higgins, M., Wallace, M. F. G., & Bazzul, J. (2019). Staying with the trouble in science education: Towards thinking with nature. In Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Retrieved from https://www.palgrave.com/gp/book/9783030146719
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 Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice. (pp. 341–362). https://doi.org/10.1007/978-3-319-32447-0_18
Byers, C., & Wallace, M. F. G. (in preparation; not yet submitted). Wonder: A Story of Bodying. Cultural Studies of Science Education.
Mahy, B., & Wallace, M. F. G. (submitted). A speculative/posthumanist examination of the ‘science-ethics nexus’ in secondary schools. Cultural Studies of Science Education.
Webb, A., Wallace, M. F. G., & Gamborg, L. (submitted). Induction and Identity: A Multi-Case Study of the Experiences of Newly Hired Science Teachers in Professional Learning Communities. Journal of Research on Science Teaching.
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. https://doi.org/https://doi.org/10.1007/s42330-018-0020-5
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. https://doi.org/https://doi.org/10.1007/s42330-018-0026-z
Wallace, M. F. G. (2018). The paradox of un/making science people: Practicing ethico-political hesitations in science education. Cultural Studies of Science Education, 13(4), 1049–1060. https://doi.org/10.1007/s11422-017-9831-3
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. Published. https://doi.org/10.1007/s11422-017-9816-2
Wu, J., Eaton, P. W., Robinson-Morris, D. W., 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. https://doi.org/10.1080/09518398.2017.1422289
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. Retrieved from https://eric.ed.gov/?id=EJ1157175
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. Retrieved from https://eric.ed.gov/?id=EJ1119858
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. https://doi.org/10.1007/s10956-015-9571-7