|| Eve Tuck|
Department: Social Justice Education
I collaborate with several different communities and community based organizations to ask and answer questions that matter for them. I use participatory action research approaches to learn about the lived impacts of education and social policies. I work with amazing collaborators to co-theorize social change and social justice. I write social theory about decolonization, Indigenous social thought, settler colonialism, antiblackness, politics of research, the significance of land and place in social science research, participatory research ethics, theories of change, and the imperatives of the academy.
I am interested in working with students who want to engage in participatory research and/or co-theorizing (with nonacademics) to write social theory. I am especially willing to mentor students who engage Indigenous sovereignty and repatriation, settler colonialism, antiblackness, the politics of research, and/or theories of change.
PhD (2008), Urban Education, The Graduate Center, The City University of New York
BA (2001), Writing and Education Studies, Eugene Lang College, The New School for Social Research
My approach to teaching is to select delicious texts to read together, and to create compelling assignments in which students synthesize and make meaning. Reading and writing are core modes of learning in my teaching, but class assignments take many shapes. In the classroom and in academe, I believe that "playing devil's advocate" is overrated.
Tuck, E., & McKenzie, M. (2015). Place in Research: Theory, methodology, and methods. New York, NY: Routledge.
Tuck, E., & Yang, K.W. (Eds.). (2014). Youth Resistance Research and Theories of Change. New York, NY: Routledge.
Tuck, E. (2012). Urban Youth and School Pushout: Gateways, get-aways, and the GED. New York, NY: Routledge.
Tuck, E. & McKenzie, M. (2015). Relational validity and the ‘where’ of inquiry: Place and land in qualitative research. Qualitative Inquiry. Published online before print March 16, 2015 1077800414563809
Tuck, E. (2014). ANCSA as x-mark: Surface and subsurface claims of the Alaska Native Claims Settlement Act. Alaska Native Studies, 1, 240-272.
Tuck, E., & Yang. K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20, 811-818.
Tuck, E., Smith, M., Guess, A. M., Benjamin, T., & Jones, B. K. (2014). Geotheorizing Black/land: Contestations and contingent collaborations. Departures in Critical Qualitative Research, 3, 52-74.
Tuck, E. (2013). Decolonizing Methodologies 15 years later, a commentary. AlterNative: An International Journal for Indigenous Peoples, 9, 365-372.
Tuck, E. (2013). Neoliberalism as nihilism? A commentary on educational accountability, teacher education, and school reform. The Journal for Critical Education Policy Studies, 11, 324-347.
Tuck, E., & Gaztambide-Fernández, R. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29, 72-89.
Arvin, M., Tuck, E. & Morrill, A. (2013). Decolonizing feminism: Challenging connections between settler colonialism and heteropatriarchy. Feminist Formations, 25, 8-34.
Tuck, E. (2012). Repatriating the GED: Urban youth and the alternative to a high school diploma. The High School Journal, 95, 4-18.
Tuck, E. (2012). July 4, 2012. Journal of Curriculum and Pedagogy, 9, 129-31.
Tuck, E., & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1, 1-40.
Tuck, E. (2011). Humiliating ironies and dangerous dignities: A dialectic of school pushout. International Journal of Qualitative Studies in Education, 25, 817-827.
Tuck, E. (2011). Rematriating curriculum studies. Journal of Curriculum and Pedagogy, 8, 34-37.
Tuck, E., Carroll, K.K., Smith, M.D. (2010). About us and not about us: Theorizing student resistance to learning about race and racism from underrepresented faculty. Journal of the International Society for Teacher Education, 14, 70-74.
Tuck, E. (2010). Breaking up with Deleuze: Desire and valuing the irreconcilable. International Journal of Qualitative Studies in Education, 23, 635-650.
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 75, 409-427.
Tuck, E. (2009). Re-visioning action: Participatory action research and Indigenous theories of change. Urban Review, 41, 47-65.Research Grants and Contracts
2015-2020 William T Grant Foundation
William T Grant Scholars Program
Deferred Action and Postsecondary Outcomes: The Role of Migrant Youth Settings in Effective and Equitable Policy
2013 American Studies Association
Community Partnership Grant
Analyzing The Black/Land Interview Study
2011-2012 Ford Foundation
Diversity Postdoctoral Fellowship
Settler Colonialism and Education
Honours and Awards
Outstanding Edited Volume 2015: Youth Resistance Research and Theories of Change (co-edited with K. Wayne Yang)
Division B: Curriculum Studies, American Educational Research Association
Early Career Award 2014
Committee on Scholars of Color in Education, American Educational Research Association
Critics Choice Book Award 2013: Urban Youth and School Pushout: Gateways, Get-aways, and the GED
American Educational Studies Association
Outstanding Book Award 2013: Urban Youth and School Pushout: Gateways, Get-aways, and the GED
Qualitative Research Special Interest Group, American Educational Research Association
Exemplary paper award, 2012, Adult Education and Literacy Special Interest Group, American Educational Research Association
Co-Editor (with K. Wayne Yang) Critical Ethnic Studies
Published by University of Minnesota Press
Co-Program Chair (with Ruben Gaztambide-Fernandez) Division B, Curriculum Studies
American Educational Research Association
Co-Editor (with K. Wayne Yang) Indigenous and Decolonizing Studies in Education (Book series)
Now accepting book proposals http://www.evetuck.com/series/