M. Francyne Huckaby

M. Francyne Huckaby
Texas Christian University | TCU · College of Education

Doctor of Philosophy

About

34
Publications
566
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97
Citations
Introduction
Bergamo Conference on Curriculum Theory & Classroom Practice Public Voice, Activism & Uprising: Public Education Keynote: Saturday, October 19, 2013 M. Francyne Huckaby, Ph.D. This keynote explores how communities are organizing and uprising for public education. While addressing national phenomena, the presentation follows the activism of organizations in Chicago, New York and Houston as they make their voices public in the struggle against the privatization of public education.
Additional affiliations
August 2004 - present
Texas Christian University
Position
  • Professor (Associate)

Publications

Publications (34)
Article
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 pri...
Article
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 educ...
Article
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 educa...
Article
At the 36th Annual Bergamo Conference on Curriculum Theory and Classroom Practice, a Provoking Dialogues session was held on Worth Striking For: Why Education Policy is Every Teacher͛s Concern (Lessons from Chicago), written by Isabel Nuñez, Gregory Michie, and Pamela Konkol. Curriculum scholars took up various sections of the book as part of a l...
Article
Huckaby, M. F. (Producer, Director), Morton, B, Baszile, D. T., Guillory, N., Agosto, V., Berry, T. R., Ross, S. & Huckaby, M. F. (Writers)
Article
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 an...
Article
In this article, the authors recuperate the mind–body connection lost in procedural and theoretical forms of qualitative analysis. They offer a glimpse into their em-bodied data analysis practice—movement, travel, and dreaming/meditation—as modes of analysis post-coding that respect the physical (body, movement, space, and time) and the metaphysica...
Chapter
This paper explores promiscuous black feminism by juxtaposing the pedagogies of black feminism, Foucualt’s poststructuralism, and my grandmother. The tensions created by these juxtapositions illuminate the ways black feminism and poststructuralism are resources and challenges to each other, and how both offer understandings of the relations at play...
Article
This paper explores promiscuous black feminism by juxtaposing the pedagogiesof black feminism, Foucualt’s poststructuralism, and my grandmother. The ten-sions created by these juxtapositions illuminate the ways black feminism andpoststructuralism are resources and challenges to each other, and how both offerunderstandings of the relations at play t...
Article
Turning to reflexive journals and fieldnotes, the author reconsiders Foucault’s relations of power through her experiences with five research participants, who are professors of education. The paper explores: (1) the translation of Foucault for an analysis of power; (2) the dynamics of researching up and analyzing from below; and (3) the rethinking...
Article
Turning to reflexive journals and fieldnotes, the author reconsiders Foucault’s relations of power through her experiences with five research participants, who are professors of education. The paper explores: (1) the translation of Foucault for an analysis of power; (2) the dynamics of researching up and analyzing from below; and (3) the rethinking...
Article
Through the voices of scholars and metalogues, this paper merges the experiences of five professors of education who disrupt the status quo with Foucault's scholarship on practices of the self and parrhesia (the speaking of dangerous truths). The scholars challenge hegemony in education and its effects on students of color and students with limited...
Article
In this article, I describe how I made use of Foucault theoretically and methodologically in a study of five specific parrhesiastic scholars. Such scholars challenge hegemony in educational policies and practices, and advocate for educational reform and societal structures that move toward equity instead of marginalization. The article begins by ex...
Article
This dissertation explores how five specific intellectuals challenge hegemony in education and society, and express uncomfortable truths about hegemony faced by local communities in their academic practices. Their actions of free speech in regards to dangerous truths are similar to those of the ancient Greek parrhesiastes. This word, parrhesiastes,...

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