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Eve Tuck

Eve Tuck
Associate Professor

phone: 416-978-0077

Department: Social Justice Education

Research Overview

Collaboration is a defining feature of my work.

Over the past 15 years, I have collaborated with several different communities and community based organizations to ask and answer questions that matter for them. I have worked to identify and trace harmful practices in social science research, especially with Indigenous communities, and to build participatory approaches to research that are not based in exploitation. 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 engage Indigenous theories and research, and who take up settler colonialism, antiblackness, the politics of research, and/or theories of change.

I am especially willing to mentor students want to engage in participatory research and/or co-theorizing (with nonacademics) to write social theory.

Academic History

Canada Research Chair, Indigenous Methodologies with Youth and Communities (2017-present)

William T Grant Foundation Scholar (2015-present)

Ford Foundation Postdoctoral Fellowship (2011-2012)

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

Teaching Overview

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.

Representative Publications


Smith, L. T., Tuck, E. & Yang, K. W. (Eds.). (Forthcoming, 2018). Indigenous and Decoloizing Studies in Education: Mapping the Long View. New York, NY: Routledge.

Tuck, E. & Yang, K. W. (Eds). (Forthcoming, 2018). Toward What Justice? Describing Diverse Dreams in Education. New York, NY: Routledge.

McCoy, K., Tuck, E. & McKenzie, M. (2016). (Eds.) Land Education: Rethinking pedagogies of place from Indigenous, postcolonial, and decolonizing perspectives. New York, NY: Routledge.

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. 


Del Vecchio, D., Toomey, N., & Tuck, E. (2017). Placing Photovoice: Participatory Action Research with Undocumented Migrant Youth in the Hudson Valley. Critical Questions in Education 8(4), 358-376. 

Guess. A., Smith, M. & Tuck. E. (2016). Reaching to offer, reaching to accept: Collaboration and cotheorizing. American Quarterly 68 (2), 409-412.

Morrill, A., Tuck, E. and the Super Futures Haunt Qollective (Ree, C. & Jung, S.). (2016). Beyond dispossession, or surviving it. Liminalities 12 (1), 1-20.

Tuck, E. & Gorlewski, J. (2016). Racist ordering, settler colonialism, and edTPA: A participatory policy analysis. Educational Policy, 30(1), 197-217.

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

2017-Present SSHRC
Canada Research Chair, Tier II
Indigenous Methodologies with Youth and Communities

2016-2018 SSHRC
Insight Development Grant
Principal Investigator
Youth Making Sense of Movements

2015-2020 William T Grant Foundation
William T Grant Scholars Program
Principal Investigator
Deferred Action and Postsecondary Outcomes: The Role of Migrant Youth Settings in Effective and Equitable Policy

2013 American Studies Association
Community Partnership Grant
Principal Investigator
Analyzing The Black/Land Interview Study

2011-2012 Ford Foundation
Diversity Postdoctoral Fellowship
Principal Investigator
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

Professional Activities

Professional Activities

Co-Editor (with K. Wayne Yang) Indigenous and Decolonizing Studies in Education (Book series)
Now accepting book proposals

Co-Editor (with K. Wayne Yang) Critical Ethnic Studies
Published by University of Minnesota Press

Co-Program Chair Division B, Curriculum Studies
American Educational Research Association

Other Information

Faculty Co-Chair of Indigenous Education Network (2017-present)