Chapters    Additional Publications    Chronological (all)

Huckaby, M. F. (online first). A manifesto for cyborgs rocked our world. Qualitative Inquiry special issue “Readings that rock our world.”

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

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. (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

*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. and Weinburgh, M.H. (2015). “Spark like a dialectic:” Difference inbetween feminisms/duoethnography. International Review of Qualitative Research 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. (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 *Ackels, M. (2012). Investigations into the Implicit Curriculum through Equity Audits. Journal of the European Teacher Education Network 7, 51-61.

*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. (2008). Making use of Foucault in a Study of Specific Parrhesiastic Scholars. Educational Philosophy and Theory, 40(6), 770-788.

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. (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.

* Indicates student collaborator.