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Author Biographies

M. Francyne Huckaby, Ph.D.

Dr. Huckaby is Associate Dean of the School of Interdisciplinary Studies and Professor of Curriculum Studies at Texas Christian University. She’s the former director of TCU’s Center for Public Education and current president of the Society of Professors of Education. She works (as pedagogue, curricularist, and scholar) to create openings and spaces for anti-oppressive discourses and practices. She 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 research and sites of resistance and struggle. Her 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).

Michelle Nguyen

Ms. Nguyen currently serves as a Project Manager for Cap & Company, an LLC focused on providing comprehensive support, guidance, and empowerment for college and graduate students. Michelle was among one of the first students to graduate from Texas Christian University with a Bachelor of Science in Youth Advocacy and Educational Studies in May of 2019. After graduation, Michelle spent a year abroad as an English teacher in Salatiga, Central Java, Indonesia, through the Fulbright Scholars program. She is passionate about educational equity and believes the solution to solving social injustice is through investing in public education. Her research interests include the identity development and self-discovery process amongst students who are self-proclaimed activists.

Stephanie Cuellar

Ms. Cuellar is a doctorate student in the Higher Educational Leadership program at Texas Christian University. She received her Bachelor of Science in Psychology and Master of Arts in Clinical and Counseling Psychology from Midwestern State University in Wichita Falls, Texas. Prior to coming to TCU, she spent a combined six years working in Student Affairs and Institutional Advancement. Her research interests include resilience among minority populations and cultural identity development.

Kellton Hollins

is a student-athlete in the Curriculum and Instruction: Curriculum Studies Master’s program at Texas Christian University. While balancing the workload of athletics, he received his Bachelor of Science in Youth Advocacy and Educational Studies. Throughout his tenure at Texas Christian University, he has prided himself on being more than an athlete. Hollins has served as president of S.P.A.R.K., an organization started by TCU football student-athletes to provide motivation to local youth about the importance of education and serving the community. His research interests include academic experiences, mental health, and the holistic development of black student-athletes.

Rachel Brooks

Ms. Brooks is a graduate student in the accelerated Master's program for Curriculum Studies: Curriculum and Instruction in the College of Education at Texas Christian University. While serving as a residence assistant, L4L mentor, and as a facilitator for various student organizations, she earned a Bachelor of Science in Secondary Education and a concurrent Bachelor of Arts in English. Her research interests include the legacy of school segregation, cultural memory, and generational oppressive structures.

Leslie Ekpe

Ms. Ekpe is currently pursuing a Ph.D. at Texas Christian University in Higher Educational Leadership. Ekpe is an alumna of Alabama A&M University where she earned her bachelor’s degree in Management and the University of Alabama at Birmingham where she obtained her Master of Science in Communication Management. She also holds an MBA from Sam Houston State University. Ekpe is a former Professional Communications teacher for Uplift Education Public Charter School Network. Her research seeks to promote access for marginalized students at the postsecondary level, with a specific focus on college access policies, racial politics in education, and affirmative action policies in higher education.