Peer Reviewed Articles Chapters Additional Publications
Huckaby, M. F. (online first). A manifesto for cyborgs rocked our world. Qualitative Inquiry special issue “Readings that rock our world.” https://doi.org/10.1177/107780041876720
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. http://www.ijcsj.org/pdfs/6_Huckaby_etal.pdf
Nunez, I., Lopez, L., Kempf, A., Job, J., Huckaby, M. F. & Konkol, P. J. (2017). Provoking dialogues: Worth Striking for. Journal of Curriculum Theorizing, 31(3), 1-17.
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. (2016). Walking with Audre Lorde: Sparks from the Dialectic. In D. T. Baszile, K. Edwards, and N. Guillory (Eds.) Womanish Ways: Renderings at the Intersections of Race, Gender and Curriculum Theorizing (pp. 119-127). New York: Lexington.
Young, A., Kyzar, K., Tolbert, M., and Huckaby, M. F. (2016). After-school recreation and families of children with Down syndrome: A qualitative study. Palaestra 30(4), 9-19.
Huckaby, M. F. (2016). Walking with Audre Lorde: Sparks from the Dialectic. In D. T. Baszile, K. Edwards, and N. Guillory (Eds.) Womanish Ways: Renderings at the Intersections of Race, Gender and Curriculum Theorizing (pp. 119-127). New York: Lexington.
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.
Huckaby, M. F. (2014). Vignette Introduction: Remembering Sherrie Reynolds. Complicity: International Journal of Complexity and Education, 11(2), 102.
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. (2014). Much more than power: The pedagogy of promiscuous black feminism. In S. M. Childers, S. L. Daza, and R. Jeong-eun (Eds.) Promiscuous Feminist Methodologies in Education: Engaging Research Beyond Gender. New York: Routledge.
Noonan, S., Farmer, S., Huckaby, F. (2014). A sea of red: Chicago Teachers Union members reflect on how the social organizing model of unionism helped win the 2012 contract campaign. Chicago: Chicago Teachers Union.
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. and Weinburgh, M. (2012). Alleyways and pathways: Our avenues through patriotic songs. In Joe Norris, Richard D. Sawyer, and Darren Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research, 157-176. Walnut Creek, CA: Left Coast.
Huckaby, M.F. and *Ackels, M. (2012). Investigations into the Implicit Curriculum through Equity Audits. Journal of the European Teacher Education Network 7, 51-61.
Huckaby, M.F., *Zhu, M., *Hutson, A., *Reneau, V., *Spencer, A., *Vu, J., and *Calderon-Berumen, F. (2012). Paradox, Pedagogy and Praxis. In K. Kumpulainen and A. Toom (Eds.). The Proceedings of the 22nd Annual Conference of the European Teacher Education Network (pp. 140-147). Coimbra, Portugal: European Teacher Education Network and University of Helsinki Department of Teacher Education.
*Hutson, A., *Calderon Berumen, F., *Vu, J., *Reneau, V., *Spencer, A., and Huckaby, M.F. (2012). Educator discussions: Codes of ethics. The Learning Teacher Magazine, 3(1), 14.
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. (2010). What Now? Pedagogy and Praxis after the 2008 Election. Journal of Curriculum and Pedagogy 7(2), p. 92-97.
Huckaby, M.F. (2010). Investigations into the implicit curriculum through equity audits. Journal of the European Teacher Education Network, 5, pp. 42-53.
Huckaby, M. F. (2010). Public Pedagogies as Everyday Politics on and of the Body. In J.A. Sandlin, B.D. Schultz, and J. Burdick (Eds.) Handbook of Public Pedagogy: Education and Learning Beyond Schooling, pp. 71-81. New York: Routledge.
Huckaby, M.F. & *Ackels, M. (2010). Equity Audits and Early Childhood/Elementary Pre-Service Teachers. In K. Kumpulainen and A. Toom (Eds.). The Proceedings of the 20th Annual Conference of the European Teacher Education Network (pp. 139-147). Helsinki, Finland: European Teacher Education Network, University of Helsinki, Cicero Learning, and University of Helsinki.
Huckaby, M. F. (2009). Investigations into the implicit curriculum through equity audits. In K. Kumpulainen and A. Toom (Eds.). The Proceedings of the 19th Annual Conference of the European Teacher Education Network (pp. 167-174). Helsinki, Finland: European Teacher Education Network, University of Helsinki, Cicero Learning, and Liverpool Hope University.
Huckaby, M. F. (2009). Governmentality Reconsidered. . In K. Kumpulainen and A. Toom (Eds.). The Proceedings of the 18th Annual Conference of the European Teacher Education Network (pp. 137-143). Helsinki, Finland: European Teacher Education Network, University of Helsinki, Cicero Learning, and Liverpool Hope University.
Huckaby, M. F. (2009). Response to women and pedagogy. In P. Burke Women and Pedagogy: Education through Autobiographical Narrative, pp. 167-174. Troy, NY: Educator’s International Press.
Huckaby, M. F. (2009) What’s wrong with the word Minorities? In M. M. Lengeling (Ed.) Selecion de Articulos del Segundo Congreso Internacional de Investigacion Cualitativa (Selection of Articles from the Second International Conference of Qualitative Research), pp. 227- 236. Guanajato, Mexico: Universidad de Guanajuato.
Huckaby, M. F. (2008). Making use of Foucault in a Study of Specific Parrhesiastic Scholars. Educational Philosophy and Theory, 40(6), 770-788.
Huckaby, M. F. (2008). What’s Wrong with “Minorities?”An Analytical Critique of Contemporary Usages. In N. Hall (Ed.). The Proceedings of the 17th Annual Conference of the European Teacher Education Network (pp. 199-204). London: European Teacher Education Network, University of Greenwich, and Escola Superior de Educação, Instituto de Politécnico do Porto. http://www.eten-online.org/modules/sjt_publications/
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. (2007). Book Review of Black Protest Thought and Education. Journal of Curriculum and Pedagogy, 4(1), 172-177.
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. 61-75). Troy, NY: Educator’s International Press, Curriculum & Pedagogy Group.
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. http://www.eten-online.org/modules/sjt_publications/
Huckaby, M. F. (2005) Challenging the Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power. Unpublished doctoral dissertation, Texas A&M University, College Station. http://repository.tamu.edu/handle/1969.1/4799
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. (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.
Rice, S., Huckaby, F., McLeskey, I. & Williams, K. (1999). Why Talk If Nobody Listens: Making Client-Centered Care a Reality: Training Manual. Austin, TX: The Center for Health Training.
Fran Huckaby 