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

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

Critical Qualitative Inquiry: Justice Matters(ings) in (En)tangled Times

A Sound Curriculum of Resonances

becoming cyborg: Activist Filmmaker, the Living Camera, Participatory Democracy, and Their Weaving

Alleyways and Pathways

“Spark Like a Dialectic”

These are certainly troubled times in which neoliberal capitalist patriarchy and the tyranny of racism and domination are continually reinscribed on the bodies and lives of so many. However, critical researchers understand the necessity for, as well as the difficulty of, using research to facilitate public transformations that lead to increased justice and equity. The authors contributing to Making Research Public in Troubled Times recognize the importance of diverse pedagogies, activism, and ethical choices regarding an environment that supports critical research in such oppressive times. Diverse pedagogies that can facilitate the education of critical public researchers across disciplines are illustrated in the first set of chapters addressing questions like: What is important in teaching critical qualitative inquiry? How do students, materials, histories, and the public influence this teaching? What have we learned over years of attempting to teach critical qualitative research methods? The authors in the second section are activist local scholars sharing their projects and explaining what this work means for critical qualitative inquiry. This work includes methods used to incorporate critical qualitative inquiry into community activism. Finally, chapters in the last section focus on future steps and most important actions for the ways critical qualitative inquiry can be conceptualized to address concerns in these troubled times.

Making Research Public in Troubled Times: Pedagogy, Activism, and Critical Obligations (Qualitative Inquiry: Critical Ethics, Justice, and Activism)

Researching Resistance: Public Education After Neoliberalism serves two vital functions. First, it explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship. Second, it offers options for understanding neoliberalism, revealing its impact on communities, and resisting it as ideology, practice, and law. The book delves into• strategies for engaging neoliberalism• the Black feminist cyborg theoretical assumptions and intentions of the ethnographic web-based film project• the research and arts-based methodology that walks the fault line between film and ethnography, and• the relationships between the researcher, the activist organizations, and the activism.While the book will focus on neoliberalism within the realm of public education, the implications extend to many other areas of public life. This is an excellent text for classes in qualitative research and public policy. It is the companion text to the digital native ethnographic film project entitled Public Education|Participatory Democracy: After Neoliberalism. 

Researching Resistance: Public Education after Neoliberalism (Qualitative Inquiry: Critical Ethics, Justice, and Activism)

This volume engages researchers with the notion of critical qualitative inquiry (CQI) as a direct practice of resistance. As female educators and researchers who have (through our politically activist sister) been referred to as “Nasty Women” in the US presidential debates, we believe that it is our responsibility to respond through our inquiry to the violent reinscription of intersecting forms of injustice and marginalization. The purposes of this volume are therefore (1) to demonstrate personal actions taken by researchers to deal with thoughts/feelings of despair as well as how to move toward survival, and (2) to explore historical, new, and rethought research and activist methodologies (frameworks) as counter measures broadly and for public education specifically. Examples of CQI as resistance in response to the particular neoliberal patriarchal, whitelash presidential election event are provided by featured authors. Additionally, resources related to activist scholarship are provided. These frameworks, resources, and perspectives are also useful for future research in reaction to neoliberalism, patriarchy, and white supremacy.

Employing Critical Qualitative Inquiry to Mount Nonviolent Resistance (Qualitative Inquiry: Critical Ethics, Justice, and Activism)

TCU's Mission: To educate individuals to think and act as ethical leaders and responsible citizens in the global community. 

This is a place where students learn how to adapt to whatever the future might bring, develop critical thinking skills and expand their creativity. With a choice of rigorous academic programs in 131 undergraduate areas of study, 49 master's level programs and 20 areas of doctoral study, Horned Frogs have opportunities to search for meaning and examine values, yet graduate well-prepared for professional accomplishment.

Texas Christian University

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 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).

Feminism and Research

Philosophy & Education

Film as Research

Education and Equity

Women and Gender Studies

Curriculum Studies

Diversity in Education

Relations of Power and Relations of Vulnerability

Ethics and Education

Qualitative Research

Diversity, Equity & Inclusion

Texas Christian University Profile

School of Interdisciplinary Studies Profile

Curriculum Vitae

Personal Website

Dr. M. Francyne Huckaby Appointed Associate Provost of Faculty Affairs

How COVID-19 Exposed Existing Inequity in Education

Real-Life Faces Of Education Reform

Interim Associate Dean

M. Francyne Huckaby, associate dean of the TCU School of Interdisciplinary Studies and professor of curriculum studies at the College of Education, discusses how hearing from people directly via video footage was more impactful for her students than a lecture or text. Through one of her graduate-level courses, Inquiry Seminar: Filmmaking and Research, Huckaby encourages her students to think beyond the standard research paper format to interactive scholarship. Read the TCU Magazine story: https://magazine.tcu.edu/winter-redux-2020/francyne-huckaby-education-reform-filmmaking/ 
Video by Rodger Mallison

Filmmaking Brings Academic Research to Life

Panelists spoke to their experiences at TCU while proposing different avenues in which the College of Education, higher education institutions and K-12 schools can ensure that Black students have a sense of belonging. The panel was moderated by M. Francyne Huckaby, associate dean of the TCU School of Interdisciplinary Studies and professor of curriculum studies and included: 

Leslie Ekpe, a second year doctoral student in the Higher Educational Leadership program at TCU 

Dr. Jason K. Wallace ’09 M.Ed. ’10, a higher education researcher and practitioner from Fort Worth, Texas. He currently serves as Assistant Professor of Higher Education in the School of Education at The University of Southern Mississippi. 

Shanel Jones M.Ed. ’16, the Lower School Assistant Division Head at All Saints’ Episcopal School of Fort Worth. She earned her Master of Education in Educational Leadership from TCU, participating in the Principal Leadership Fellows Program. 

Music: bensound.com

TCU COE LIVE: Elevating Black Student Voices

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