M. Francyne Huckaby

Since 2004

Assistant Professor, Social Studies/Curriculum Studies

817.257.6788

f.huckaby@tcu.edu

Educational Background

B.A. (Austin College), 1989

M.Ed. (TCU), 1996

Ph.D. (Texas A&M University), 2005

Teaching Responsibilities

EDEC 30234 Developmentally Appropriate Pedagogy for Social Studies

EDEC 41113 Student Centered Learning: Foundations

EDUC 50003 Diversity in American Education

EDUC 60810 Advanced Educational Research Seminar - Paulo Freire

EDUC 70961 Apprenticeship in Research

EDUC 70963 Qualitive Inquiry

EDUC 70970 Special Problems in Education

Research Interests

Dr. Huckaby’s academic work merges formal knowledge (theoretical, philosophical, and historical) that shapes assumptions about education, and an attentiveness to tacit knowledge formed by culture, context, and current realities. She encourages teachers, scholars, and institutions to critically explore the processes, products, and effects of knowledge on educational practices, students, educators, and communities. Her scholarly and pedagogical work is primarily concerned with creating openings and spaces for anti-oppressive discourses and practices. Dr. Huckaby’s dissertation, Challenging Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power*, received the Outstanding Dissertation Award at the 2007 American Educational Research Association conference from the Qualitative Research Special Interest Group. The award committee commented on her work,

The dissertation is very novel, completely original, and demonstrates very mature scholarship…. Her clarity of explaining her ways of analyzing technologies of the self within relations of power is an enormous contribution. This is then a model for power analysis.

Before beginning her doctoral work, Fran Huckaby was a Peace Corps volunteer in Papua New Guinea and facilitated the development of the first primary schools and school boards in six Highland villages.

*Supported with grants from Texas A&M University’s Race and Ethnic Studies Institute and Gender Issues Institute.

Selected Publications

Huckaby, M. F. (2007). Dear Molly: Seven Letters about “Dixie.” In S. Leafgren, et al (Eds.) The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism, (pp. 61-76). Troy, NY: Educator’s International Press.

Huckaby, M. F. (2007, August 17). Making Use of Foucault in a Study of Specific Parrhesiastic Scholars. Educational Philosophy and Theory, Article 10.1111/j.1469-5812.2007.00369.x. Retrieved August 20, 2007.

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. (2006) My Other Education: Vicarious Learning about Race and Gender in the Professorate. In T. R. Berry and N. D. Mizelle (Eds.) From Oppression to Grace: Women of Color and Their Academic Dilemmas Within The Academy (pp. 34-43). Sterling, VA: Stylus.

Huckaby, M. F. (2006) Challenging Hegemony. In N. Hall and D. Springate (Eds.) The Proceedings of the 16th Annual Conference of the European Teacher Education Network (pp.224-229). London: European Teacher Education Network, and University of Greenwich.

Huckaby, M. F. (2005). Blurring Boundaries: Specific Parrhesiastic Scholars and their Epistemological Communities.  In N. Hall and D. Springate (Eds.) The Proceedings of the 15th Annual Conference of the European Teacher Education Network (pp. 227-232). London: European Teacher Education Network, The University of Greenwich, and Faculty of Pedagogy, Bitola, Macedonia.

Huckaby, M. F. (Winter 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.

Lincoln, Y., Gonzalez y Gonzalez, E., Huckaby, M.F., Lopez, M., Spurlock, B., & Carpenter, S. (2003). Responsive University: Parent's Perceptions and Expectations. In H. C. Gardiel Nuevas Politicas de Educatión Superior (pp. 412-439). Spain: Netbiblo, S.L.

Corrigan, D. & Huckaby, F. (Eds). (2002). Higher Education as a Field of Inquiry: Informing the Future. College Station, TX: Texas A&M University Center for Leadership in Higher Education.

Recent Presentations

Huckaby, M. F. (October 2008). Public Pedagogies as Everyday Politics on and of the Body. Decatur, GA: Curriculum and Pedagogy Conference.

Huckaby, M.F., et al. (October 2008). The Context of Educators’ Lives: Concerns about Equity in Education. Savannah, GA: American Educational Studies Association.

Huckaby, M. F. (April 2008). Governmentality Reconsidered. Liverpool, England: European Teacher Exchange Network, Urban Education Thematic Interest Group.

Huckaby, M. F. (March 2008). An Analytical Criticism of the Use of a Word: What's Wrong With "Minorities?" New York: American Educational Research Association.

Huckaby, M. F. (April 2007). Acting on Dangerous Truths: Notes for Specific Parrhesiastic Educators. Chicago, IL: American Educational Research Association.

Huckaby, M. F. (April 2007). What’s wrong with “minorities?” Porto, Portugal: European Teacher Exchange Network. 

Professional Affiliations

American Association for the Advancement of Curriculum Studies (AACS)

American Educational Research Association (AERA)

American Educational Studies Association (AESA)

Curriculum and Pedagogy (C&P)

European Teacher Education Network (ETEN)

International Association for the Advancement of Curriculum Studies (IAACS)

Professional Service

European Teacher Education Network, Urban Education Thematic Interest Group Co-chair

Jubilee Theatre Board of Trustees

TCU Faculty Senate

TCU Women’s Studies Advisory Board

Honors & Awards

Friend of International Student Association, awarded 2008

Outstanding Dissertation of the Year AERA, Qualitative Research Special Interest Group, awarded 2007

Straight Ally Parents and Friends of Lesbians and Gays, awarded 2007