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.
Areas of Expertise (11)
Feminism and Research
Philosophy & Education
Film as Research
Education and Equity
Women and Gender Studies
Diversity in Education
Relations of Power and Relations of Vulnerability
Ethics and Education
Diversity, Equity & Inclusion
TCU Deans’ Teaching Award Nominee by the Faculty of the College of Education
Mortar Board Preferred Professor
Outstanding Dissertation of the Year American Educational Research Association, Qualitative Research Special Interest Group
Friend of International Student Association
Straight for Equality, Parents and Friends of Lesbians and Gays
Texas A&M University: Ph.D., Educational Administration, Higher Education 2005
Texas Christian University: M.Ed., Educational Research 1996
Austin College: B.A., Sociology, Psychology & Art 1989
- American Educational Research Association, Division B: Program Section Co-Chair
- American Educational Studies Association: Executive Council (2016-2019)
- Society of Professors of Education: President (2019, 2020)
- International Congress of Qualitative Inquiry, Coalition for Critical Qualitative Inquiry: Program Co-Chair
becoming cyborg: Activist Filmmaker, the Living Camera, Participatory Democracy, and Their WeavingInternational Review of Qualitative Research
M. Francyne Huckaby
2017 This article explores the chimeric hybridity of portable camera, sound recorder, filmmaker, and audience as research and activist cyborg weaving. Situating filmmaking in critical qualitative, ethnographic, and sociological traditions, I share my journey into becoming woman and machine—cine-eye-ear—in the struggle for continued access to public education. Throughout this article I use lowercase letters to deemphasize the importance of the individualized human in cyborg connection.
Alleyways and PathwaysDuoethnography: Dialogic Methods for Social, Health, and Educational Research
M. Francyne Huckaby, Molly Weinburgh
2016 Drawing from the work of Bakhtin (1981), duoethnographers structure dialogic situations to promote imagination and multiple perspectives. Although these dialogues are almost always between at least two researchers working together, they are also between the researcher and additional texts, such as cultural artifacts. These texts promote inquirers’ interactions among their currere (eg, their analysis and reconceptualization of personal histories and interpersonal relationships) within their cultural worlds. Examining themselves as the site of their inquiry, they focus on how the cultural tools and symbols that populate their lives mediate their experiences. This process ideally promotes the agency of inquirers within their cultural worlds. Francyne Huckaby and Molly Weinburgh’s study about patriotism in the southern United States exemplifies the use of dialogic texts to promote new perspectives. In their study, they juxtapose their presentation and discussion of two songs—Dixie Land and Lift Every Voice—as cultural contexts of analysis. They examine these songs as cultural artifacts with which to explore personal and societal “issues of worth, dignity, power, and position”(p. 159). As readers of their study, we (Rick and Joe) immediately recognized how we have deeply embodied associations to music, associations that can trigger profound emotions. The associations and meanings that these songs evoked within Huckaby and Weinburgh deepened the embodied...
“Spark Like a Dialectic”International Review of Qualitative Research
M. Francyne Huckaby, Molly H. Weinburgh
2015 In this article, we explore duoethnography methodologically and turn to feminism and black feminism to create a space for productive, not destructive, dialectics. By examining the lyrics and backstories of the ice cream truck song, “Dixie’s Land,” and “Lift Every Voice and Sing,” we problematize race, ethnicity, and gender as expressed in public and private spaces. Instead of conceptualizing these concepts as antagonistic, we turn to intersectionality and the third space to not only understand but also interstand the in-between. We piece together the tenants of duoethnography, black feminism, and feminism to highlight the gifts and challenges each offers the other. Through conversations of difference, this article emphasizes not mere tolerance but the value of differences from which “creativity can spark like a dialectic” (Lorde, 1984/2007, p. 111).