francyne huckaby

M. Francyne Huckaby

Interim Associate Dean
School of Interdisciplinary Studies | 817-257-4163


Ph.D., Educational Administration, Higher Education
Texas A&M University
M.Ed., Educational Research
Texas Christian University
B.A., Sociology, Psychology & Art
Austin College

M. Francyne Huckaby is Associate Dean of the School of Interdisciplinary Studies at Texas Christian University and Professor of Curriculum Studies in the College of Education at Texas Christian University. She serves as core faculty of Women and Gender Studies, Africana and African American Studies, and Comparative Race and Ethnic Studies, and was formerly the Director of the Center for Public Education. She works (as pedagogue, curricularist, and scholar) to create openings and spaces for antioppressive discourses and practices, and is most interested in spaces where divergent worldviews coexist. These, she argues, are sites of power relations that are educational and political. Her scholarship on community organizing and resistance to neoliberal education reform puts filmmaking to work as a form of inquiry and making public—publicaré—research and sites of resistance and struggle.

Dr. Huckaby’s books include Researching Resistance: Public Education after Neoliberalism (2019) with its companion website 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).

Huckaby, M. F. (Ed.). (2018). Making research public in troubled times: Pedagogy, activism and critical obligations. Gorham, ME: Myers Education Press.

Huckaby, M. F. (2019). Researching resistance: Public education after neoliberalism. Gorham, ME: Myers Education Press.

Lincoln, Y. S., Cannella, G. S., Huckaby, M. F., Miller, J., and Kinloch, V. (2019) Employing critical qualitative inquiry to mount non-violent resistance. Gorham, ME: Myers Education Press.

  • Curriculum Studies
  • Qualitative Research
  • Film as Research
  • Philosophy & Education
  • Diversity, Equity & Inclusion
  • Feminism and Research
  • Contemporary Curriculum Theory
  • Critical Pedagogy
  • Diversity in American Education
  • Film as Inquiry
  • Feminist Theory & Methodology
  • Historical & Philosophical Foundations of Education
  • Neoliberalism & Education
  • Postmodernism, Poststructuralism & Posthumanism
  • Qualitative Research
  • Race & Education
  • Research in Education

Professors of Curriculum (2018 – present)

Claudia V. Camp Faculty Research & Creative Activity Award, Women & Gender Studies, Texas Christian University (2016 – 2017)

Deans’ Teaching Award, College of Education, Texas Christian University (2011)

Mortar Board Preferred Professor, Texas Christian University (2009)

Straight for Equality Award, Fort Worth chapter Parents and Friends of Lesbians and Gays (2007)

Outstanding Dissertation of the Year, American Educational Research Association Qualitative Research Special Interest Group (2006)

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

Huckaby, M. F. (2018). becoming cyborg: Activist Filmmaker and Camera. International Review of Qualitative Inquiry special issue “Critical Qualitative Research,” 10(4), 340-359.

Huckaby, M. F. (Producer, Director), Morton, B, Baszile, D. T., Guillory, N., Agosto, V., Berry, T. R., Ross, S. & Huckaby, M. F. (Writers). (2017). Womanish Ways: Monologues at the Intersections of Race, Gender and Curriculum Studies. International Journal of Curriculum & Social Justice special issueCritical Black Feminisms, 1(2), 136.

Huckaby, M. F. (2016). Grassroots pedagogy. Equity and Excellence in Education special issue “Pedagogies of Resistance and Survivance,” 49(4), 402. DOI: 10.1080/10665684.2016.1226093

Huckaby, M.F. and Weinburgh, M.H. (2015). “Spark like a dialectic:” Difference inbetween 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 “After Coding” special issue, 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. (2011). Researcher/Researched: Relations of Vulnerability/Relations of Power. International Journal of Qualitative Studies in Education, 24 (2), 165-183.

Huckaby, M. F. (2008). Making use of Foucault in a Study of Specific Parrhesiastic Scholars. Educational Philosophy and Theory, 40(6), 770-788. doi: 10.1111/j.1469-5812.2007.00369.x

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.