M. Francyne Huckaby
Associate Provost of Faculty Affairs Texas Christian University
- Fort Worth TX
Dr. Huckaby is professor, associate provost of Faculty Affairs and executive director of the Koehler Center at Texas Christian University.
Media
Social
Biography
Dr. Huckaby’s books include Researching Resistance: Public Education after Neoliberalism (2019) with its companion website scalar.usc.edu/works/publiceducation and Making Research Public in Troubled Times: Pedagogy, Activism, and Critical Obligations (2018). Her also work appears in International Review of Qualitative Research, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Educational Philosophy and Theory, and Journal of Curriculum Theorizing. She has chapters in Womanish Ways: Renderings at the Intersection of Race, Gender and Curriculum Theorizing, Promiscuous Feminist Methodologies in Education: Engaging Research Beyond Gender, Handbook of Public Pedagogy, and Duoethnography: Dialogic Methods for Social, Health, and Educational Research. Her honors include the Claudia V. Camp Faculty Research and Creative Activity Award, the TCU Deans’ Teaching Award, TCU Mortar Board Preferred Professor, Straight for Equality from Fort Worth’s PFLAG chapter, and American Educational Research Association Outstanding Dissertation (Qualitative Research).
Areas of Expertise
Accomplishments
TCU Deans’ Teaching Award Nominee by the Faculty of the College of Education
2011
Mortar Board Preferred Professor
2009
Outstanding Dissertation of the Year American Educational Research Association, Qualitative Research Special Interest Group
2007
Friend of International Student Association
2008
Straight for Equality, Parents and Friends of Lesbians and Gays
2007
Education
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
Affiliations
- 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
Links
Media Appearances
Dr. M. Francyne Huckaby Appointed Associate Provost of Faculty Affairs
TCU Office of the Provost News online
2021-11-03
Provost Teresa Abi-Nader Dahlberg has appointed M. Francyne Huckaby, PhD, as Associate Provost of Faculty Affairs beginning January 1, 2022. Huckaby is interim dean of the School of Interdisciplinary Studies and professor of curriculum studies in the College of Education.
How COVID-19 Exposed Existing Inequity in Education
Inside Higher Ed online
2021-09-30
Before the pandemic, M. Francyne Huckaby, Ph.D., focused her scholarship on local communities fighting against inequities in education. Parents, students, educators, elders, and community members formed local organizations and national coalitions to resist, halt, and transform school district policies and federal regulation shaped by market-based principles, and the associate dean of the School of Interdisciplinary Studies and College of Education professor at Texas Christian University was encouraged.
Real-Life Faces Of Education Reform
TCU Magazine online
2020-12-21
On the evening of Sept. 9, 2012, the Chicago Teachers Union announced its members were striking for the first time in 25 years. M. Francyne Huckaby ’96 MEd, associate dean of the School of Interdisciplinary Studies and professor of curriculum studies in the College of Education, was there to speak with the teachers and community members who were struggling against the consequences of neoliberal school reform.
Articles
Critical Qualitative Inquiry: Justice Matters(ings) in (En)tangled Times
International Review of Qualitative Research2021
The purpose of this special issue is to generate and expand the locations and perspectives from which justice and equity, in multiple forms, are and can be, orienting concepts for critical qualitative inquiry. Although critical inquiry originates from diverse views, concerns, and conditions, all forms would always and already address matters of privilege/harm, equity/ inequity, and justice/injustice, while at the same time challenging power-oriented dualisms, systematic western notions of progress, and capitalist gains.
A Sound Curriculum of Resonances
Journal of the American Association for the Advancement of Curriculum Studies2019
Sound Curriculum: Sonic Studies in Educational Theory, Method, & Practiceends, well almost, with Walter Gershon asking, “When was the last time you just sat and listened?” Had this question been posed at the opening of the text, I would not have known what to do with it. I am astounded how much I rely on sound; how little I know of how I live with it, experience it, understand it, understand with it.
becoming cyborg: Activist Filmmaker, the Living Camera, Participatory Democracy, and Their Weaving
International Review of Qualitative ResearchM. 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 Pathways
Duoethnography: Dialogic Methods for Social, Health, and Educational ResearchM. 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 ResearchM. 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).
