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Researching Resistance

Public Education after Neoliberalism

M. Francyne Huckaby (author)

ISBN: 9781975500139

Publication Date: May 2021

Format: Paperback

Also available as: Hardback  

Explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship; and offers options for understanding neoliberalism, revealing its impact on communities, and resisting it as ideology, practice, and law. While this book focuses on neoliberalism within the realm of public education, the implications extend to many other areas of public life.
£42.95

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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 extending 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.
Pages 184
Dimensions 229 x 152
Date Published 30 May 2021
Publisher Myers Education Press
Subject/s Higher & further education, tertiary education   Liberalism & centre democratic ideologies  
M. Francyne Huckaby is Associate Professor of Curriculum Studies, Director of the Center for Public Education, and core faculty of Women and Gender Studies, Africana and African American Studies, and Comparative Race and Ethnic Studies at Texas Christian University. She works to create openings and spaces for antioppressive discourses and practices, and is most interested in experiences and pedagogical sites 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, scalar.usc.edu/works/publiceducation/index. 2017. Her work appears in International Review of Qualitative Research, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Educational Philosophy and Theory, The Journal of Curriculum Theorizing, Womanish Ways: Renderings at the Intersection of Race, Gender and Curriculum Theorizing, Handbook of Public Pedagogy, and Duoethnography: Dialogic Methods for Social, Health, and Educational Research. She received the 2016-17 Claudia V. Camp Faculty Research and Creative Activity Award from TCU's Women and Gender Studies Program for becoming cyborg: A Black feminist, the Living Camera, Participatory Democracy and Their Weaving. Her honors include the TCU Deans' Teaching Award for the College of Education, TCU Mortar Board Preferred Professor, and Straight for Equality from Fort Worth's PFLAG chapter, as well as Outstanding Dissertation (2007 AERA, Qualitative Research SIG) for Challenging the Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power. She loves to travel and returned to Papua New Guinea, a few years ago, where she and her spouse lived and worked with six South Foré villages as a Peace Corps volunteer in the late 1990s.

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