M. Francyne Huckaby, Ph.D.
Program Area: Curriculum Studies, EC-6
(817) 257-6788 | email@example.comTexas Christian University
TCU Box 297900
Fort Worth, TX 76129
Dr. M. Francyne Huckaby works to create experiences that engage students with the world and introduce them to the depth and breadth of pedagogy by sharing the established formal knowledge of the field, as well as the tacit ways of knowing informed by experiences. When studied together, these forms of knowledge complicate each other, and she helps students understand by encouraging critical analytical skills entwined with generosity or sensitivities to the histories and constraints of people’s circumstances. Curriculum Studies critically explores education, within and outside school settings, with an ethic that honors diversity, respects all people(s), and encourages democratic community building. Huckaby’s scholarly work is primarily concerned with creating openings and spaces for anti-oppressive discourses and practices. She is most interested in studying experiences and pedagogical sites where divergent worldviews coexist. These, she argues, are sites of power relations that are educational and political. Her current research on community organizing and resistance to neoliberal education reform puts filmmaking to work in research analysis and presentation. Huckaby loves to travel and returned to Papua New Guinea in 2011 where she lived and worked with six South Foré villages as a Peace Corps volunteer in the late 1990s.
Ph.D., Educational Administration, Higher Education
Texas A&M University
M.Ed., Educational Research
Texas Christian University
B.A., Sociology, Psychology & Art
- Curriculum Studies
- Diversity in Education
- Qualitative Inquiry & Educational Research
- Critical Pedagogy
- Cultural & Philosophical Foundations of Education
- Women and Gender Studies
- Relations of Power and Relations of Vulnerability
- Education & Equity
- Public Pedagogies
- Ethics and Education
- TCU Deans’ Teaching Award Nominee by the Faculty of the College of Education, 2011
- Mortar Board Preferred Professor, awarded 2009
- Friend of International Student Association, awarded 2008
- Outstanding Dissertation of the Year American Educational Research Association, Qualitative Research Special Interest Group, awarded 2007
- Straight for Equality, Parents and Friends of Lesbians and Gays, awarded 2007
Huckaby, M.F. and Weinburgh, M.H. (2015). “Spark like a dialectic”: Difference In-between feminisms/duoethnography. International Review of Qualitative Inquiry special issue “Duoethnography.” 8(10), 49-67.
Daza, S. and Huckaby, M. F. (2014). Terra Incognita: Bodied Data Analysis. Qualitative Inquiry, 20(6), 801-810.
Huckaby, M. F. (2014). Paradox, protest, and wise communities: Responses to the common core state standards. Journal of Curriculum and Pedagogy 11(1), 25-29.
Huckaby, M.F. (2013). Much more than power: the pedagogy of promiscuous black feminism. International Journal of Qualitative Studies in Education, 26(5), 567-579.
Huckaby, M.F. and Ackels, M. (2012). Investigations into the Implicit Curriculum through Equity Audits. Journal of the European Teacher Education Network 7, 51-61.
Huckaby, M.F. and Weinburgh, M. (2012). Alleyways and Pathways: The Avenues of Patriotic Songs. In J. Norris, R. Sawyer, D. Lund (Eds.) Duoethnography: Promoting Personal and Societal Change in Dialogic Self-Study. Walnut Creek, CA: Left Coast Press.
Huckaby, M. F. (2011). Researcher/Researched: Relations of Vulnerability/Relations of Power. International Journal of Qualitative Studies in Education, 24 (2), 165-183.
Huckaby, M. F. (2010). Public Pedagogies as Everyday Politics on and of the Body. In J.A. Sandlin, B.D. Schultz, and J. Burdick (Eds.) Handbook of Public Pedagogy: Education and Learning Beyond Schooling, pp. 71-81. New York: Routledge. Huckaby, M.F. (2010). Investigations into the implicit curriculum through equity audits. Journal of the European Teacher Education Network, 5, pp. 42-53.
Huckaby, M. F. (2009) What’s wrong with the word Minorities? In M. M. Lengeling (Ed.) Selecion de Articulos del Segundo Congreso Internacional de Investigacion Cualitativa (Selection of Articles from the Second International Conference of Qualitative Research), pp. 227- 236. Guanajato, Mexico: Universidad de Guanajuato.
Huckaby, M. F. (2008). Making use of Foucault in a Study of Specific Parrhesiastic Scholars. Educational Philosophy and Theory, 40(6), 770-788.
Huckaby, M. F. (2007). Dear Molly: Seven Letters about Dixie. In S. Leafgren, et. al. (Eds.) The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism (pp. 61-75). Troy, NY: Educator’s International Press.
Huckaby, M. F. (2007). A Conversation on Practices of the Self within Relations of Power: For Scholars Who Speak Dangerous Truths. International Journal of Qualitative Studies in Education, 20(5), 513-529.
Huckaby, M. F. (2004) When Worlds Collide: A Postcolonial and Critical View of Western Education in Papua New Guinean Village Schools. The Journal of Curriculum Theorizing, 20(4), 75-90.