- Department of Social Justice Education
Ontario Institute for Studies in Education, University of Toronto
252 Bloor Street West, Toronto, ON, Canada M5S-1V6
- Indigenous Politics, Urban Education, Indigineity, Social Justice, Indigenous Knowledge, Education, and 11 moreResearch Methodology, Environmental Studies, Environmental Education, Indigenous Studies, Space and Place, Critical Theory, Higher Education, Educational Research, Social Theory, Alaska Native Studies, and Settler Colonial Studiesedit
- Eve Tuck ( Unangax̂ ) earned her Ph.D.in Urban Education at The Graduate Center, The City University of New York in 2... moreEve Tuck ( Unangax̂ ) earned her Ph.D.in Urban Education at The Graduate Center, The City University of New York in 2008. She has conducted participatory action research with New York City youth on the uses and abuses of the GED option, the impacts of mayoral control, and school non-completion. Her current research is with migrant youth in New York’s Hudson Valley.
Her publications are concerned with the ethics of social science research and educational research, Indigenous social and political thought, decolonizing research methodologies and theories of change, and the consequences of neoliberal accountability policies on school completion. She is the author of Urban Youth and School Push-Out: Gateways, Get-aways, and the GED (Routledge, 2012) and co-editor (with K. Wayne Yang) of Youth Resistance Research and Theories of Change (Routledge, 2014).
Tuck’s book with Marcia McKenzie, Place in Research: Theory, Methodology, and Methods (Routledge, 2015) discusses the often overlooked significance of place in social science research.
Urban Youth and School Pushout has been awarded the 2013 Outstanding Book of the Year Award from the Qualitative Research SIG of the American Educational Research Association, and was named a 2013 Critics Choice by the American Educational Studies Association.
In 2014, Tuck received an early career award from the Committee of Scholars of Color on Education, of the American Educational Research Association.
Tuck’s writings have appeared in Harvard Educational Review, Decolonization: Indigeneity, Education, and Society, International Journal of Qualitative Studies in Education, Journal for the International Society on Teacher Education, Urban Review, and several edited volumes. With K. Wayne Yang she is co-editor of a special issue of International Journal of Qualitative Studies in Education (September, 2011) on youth resistance, and she is co-editor 2014 special issue of Environmental Education Research on land education with Kate McCoy and Marcia McKenzie.
Tuck is an enrolled member of the Aleut Community of St. Paul Island, Alaska.edit
Co-edited with K. Wayne Yang Youth resistance has become a pressing global phenomenon, to which many educators and researchers have looked for inspiration and/or with chagrin. Although the topic of much discussion and debate, it... more
Co-edited with K. Wayne Yang
Youth resistance has become a pressing global phenomenon, to which many educators and researchers have looked for inspiration and/or with chagrin. Although the topic of much discussion and debate, it remains dramatically under-theorized, particularly in terms of theories of change. Resistance has been a prominent concern of educational research for several decades, yet understandings of youth resistance frequently lack complexity, often seize upon convenient examples to confirm entrenched ideas about social change, and overly regulate what “counts” as progress. As this comprehensive volume illustrates, understanding and researching youth resistance requires much more than a one-dimensional theory.
Youth Resistance Research and Theories of Change provides readers with new ways to see and engage youth resistance to educational injustices. This volume features interviews with prominent theorists, including Signithia Fordham, James C. Scott, Michelle Fine, Robin D.G. Kelley, Gerald Vizenor, and Pedro Noguera, reflecting on their own work in light of contemporary uprisings, neoliberal crises, and the impact of new technologies globally. Chapters presenting new studies in youth resistance exemplify approaches which move beyond calcified theories of resistance. Essays on needed interventions to youth resistance research provide guidance for further study. As a whole, this rich volume challenges current thinking on resistance, and extends new trajectories for research, collaboration, and justice.
Contents
1 Introduction to Youth Resistance Research and Theories of Change
Eve Tuck and K. Wayne Yang
PART I The History and Emergence of Youth Resistance in Educational Research
Part I Introduction by Eve Tuck and K. Wayne Yang
2 Resistance: The Anatomy of an Idea
Greg Dimitriadis
3 An Intimate Memoir of Resistance Theory
Michelle Fine with Eve Tuck and K. Wayne Yang
4 Leaking Away and Other Forms of Resistance
James C. Scott with Eve Tuck and K. Wayne Yang
5 Organizing Resistance into Social Movements
Pedro Noguera with Eve Tuck and K. Wayne Yang
6 Resistance as Revelatory
Robin D.G. Kelley with Eve Tuck and K. Wayne Yang
7 What Does an Umbrella Do for the Rain? On the Efficafcy and Limitations of Resistance
Signithia Fordham with Eve Tuck and Greg Dimitriadis
8 Resistance in the Blood
Gerald Vizenor with Eve Tuck and K. Wayne Yang
PART II The Relationship between Youth Resistance and Theories of Change
Part II Introduction by Eve Tuck and K. Wayne Yang
9 Thinking with Youth about Theories of Change
Edited by Eve Tuck and K. Wayne Yang
10 The Politics of Coming Out Undocumented
Lisa (Leigh) Patel and Rocío Sánchez Ares
11 Rethinking Resistance Theory through STEM Education
Antwi Akom and Allison Scott and Aekta Shah
12 Hands Clasped Behind her Back: Palestinian Waiting on Theories of Change
J. I. Albahri with K. Wayne Yang
PART III New Studies in Youth Resistance
Part III Introduction by Eve Tuck and K. Wayne Yang
13 Youth Resistance Research Methods and Ethical Challenges
Monique Guishard and Eve Tuck
14 Outdoor Education as a Site of Epistemological Persistence: Unsettling an understanding of Urban Indigenous Youth Resistance
Tracy Friedel
15 LGBTQ Street Youth Doing Resistance in Infrapolitical Worlds
Cindy Cruz
16 Out for Immigration Justice: Thinking through Social and Political Change
Daysi Diaz-Strong, Christina Gómez, Maria Luna-Duarte, and Erica R. Meiners
Afterword by Ruth Wilson Gilmore
Youth resistance has become a pressing global phenomenon, to which many educators and researchers have looked for inspiration and/or with chagrin. Although the topic of much discussion and debate, it remains dramatically under-theorized, particularly in terms of theories of change. Resistance has been a prominent concern of educational research for several decades, yet understandings of youth resistance frequently lack complexity, often seize upon convenient examples to confirm entrenched ideas about social change, and overly regulate what “counts” as progress. As this comprehensive volume illustrates, understanding and researching youth resistance requires much more than a one-dimensional theory.
Youth Resistance Research and Theories of Change provides readers with new ways to see and engage youth resistance to educational injustices. This volume features interviews with prominent theorists, including Signithia Fordham, James C. Scott, Michelle Fine, Robin D.G. Kelley, Gerald Vizenor, and Pedro Noguera, reflecting on their own work in light of contemporary uprisings, neoliberal crises, and the impact of new technologies globally. Chapters presenting new studies in youth resistance exemplify approaches which move beyond calcified theories of resistance. Essays on needed interventions to youth resistance research provide guidance for further study. As a whole, this rich volume challenges current thinking on resistance, and extends new trajectories for research, collaboration, and justice.
Contents
1 Introduction to Youth Resistance Research and Theories of Change
Eve Tuck and K. Wayne Yang
PART I The History and Emergence of Youth Resistance in Educational Research
Part I Introduction by Eve Tuck and K. Wayne Yang
2 Resistance: The Anatomy of an Idea
Greg Dimitriadis
3 An Intimate Memoir of Resistance Theory
Michelle Fine with Eve Tuck and K. Wayne Yang
4 Leaking Away and Other Forms of Resistance
James C. Scott with Eve Tuck and K. Wayne Yang
5 Organizing Resistance into Social Movements
Pedro Noguera with Eve Tuck and K. Wayne Yang
6 Resistance as Revelatory
Robin D.G. Kelley with Eve Tuck and K. Wayne Yang
7 What Does an Umbrella Do for the Rain? On the Efficafcy and Limitations of Resistance
Signithia Fordham with Eve Tuck and Greg Dimitriadis
8 Resistance in the Blood
Gerald Vizenor with Eve Tuck and K. Wayne Yang
PART II The Relationship between Youth Resistance and Theories of Change
Part II Introduction by Eve Tuck and K. Wayne Yang
9 Thinking with Youth about Theories of Change
Edited by Eve Tuck and K. Wayne Yang
10 The Politics of Coming Out Undocumented
Lisa (Leigh) Patel and Rocío Sánchez Ares
11 Rethinking Resistance Theory through STEM Education
Antwi Akom and Allison Scott and Aekta Shah
12 Hands Clasped Behind her Back: Palestinian Waiting on Theories of Change
J. I. Albahri with K. Wayne Yang
PART III New Studies in Youth Resistance
Part III Introduction by Eve Tuck and K. Wayne Yang
13 Youth Resistance Research Methods and Ethical Challenges
Monique Guishard and Eve Tuck
14 Outdoor Education as a Site of Epistemological Persistence: Unsettling an understanding of Urban Indigenous Youth Resistance
Tracy Friedel
15 LGBTQ Street Youth Doing Resistance in Infrapolitical Worlds
Cindy Cruz
16 Out for Immigration Justice: Thinking through Social and Political Change
Daysi Diaz-Strong, Christina Gómez, Maria Luna-Duarte, and Erica R. Meiners
Afterword by Ruth Wilson Gilmore
Research Interests:
Recent efforts to reform urban high schools have been marked by the pursuit of ever-increasing accountability policies, most notably through the use of high-stakes standardized testing, mayoral control, and secondary school exit exams.... more
Recent efforts to reform urban high schools have been marked by the pursuit of ever-increasing accountability policies, most notably through the use of high-stakes standardized testing, mayoral control, and secondary school exit exams. Urban Youth and School Pushout excavates the unintended consequences of such policies on secondary school completion by focusing specifically on the use and over-use of the GED credential. Building on a tradition of critical theory and political economy of education, author Eve Tuck offers a provocative analysis of how accountability tacitly and explicitly pushes out under-performing students from the system. By drawing on participatory action research, as well as the work of indigenous scholars and theories, this theoretically and empirically rich book illustrates urban public schooling as a dialectic of humiliating ironies and dangerous dignities. Focusing on the experiences of youth who have been pushed out of their schools under the auspices of obtaining a GED, Tuck reveals new insights on how urban youth view accountability schooling, value the GED, and yearn for multiple, meaningful routes to graduation.
Research Interests:
Most empirical researchers avoid the use of theory in their studies, providing data but little or no social explanation. Theoreticians, on the other hand, rarely test their ideas with empirical projects. As this groundbreaking volume... more
Most empirical researchers avoid the use of theory in their studies, providing data but little or no social explanation. Theoreticians, on the other hand, rarely test their ideas with empirical projects. As this groundbreaking volume makes clear, however, neither data nor theory alone is adequate to the task of social explanation—rather they form and inform each other as the inquiry process unfolds. Theory and Educational Research bridges the age-old theory/research divide by demonstrating how researchers can use critical social theory to determine appropriate empirical research strategies, and extend the analytical, critical – and sometimes emancipatory – power of data gathering and interpretation.
Each chapter models a theoretically informed empiricism that places the data research yields in constant conversation with theoretical arsenals of powerful concepts. Personal reflections following each chapter chronicle the contributors’ trajectories of struggle and triumph utilizing theory and its powers in research. In the end this rich collection teaches education scholars how to deliberately engage with critical social theory in research to produce work that is simultaneously theoretically inspired, politically engaged, and empirically evocative.
Each chapter models a theoretically informed empiricism that places the data research yields in constant conversation with theoretical arsenals of powerful concepts. Personal reflections following each chapter chronicle the contributors’ trajectories of struggle and triumph utilizing theory and its powers in research. In the end this rich collection teaches education scholars how to deliberately engage with critical social theory in research to produce work that is simultaneously theoretically inspired, politically engaged, and empirically evocative.
Research Interests:
In this article, four authors come together to reprise a menacing, mournful narrator—this time to theorize dispossession and how " her shape haunts the maps drawn by his hand, " (Paperson, 30). Wedged between Indigenous theorizations of... more
In this article, four authors come together to reprise a menacing, mournful narrator—this time to theorize dispossession and how " her shape haunts the maps drawn by his hand, " (Paperson, 30). Wedged between Indigenous theorizations of settler colonialism, Black theorizations of antiblackness, and theorizations of visitation and fugitivity, this article achingly imagines the future without our loved ones, or even us. The question of haunting persists in this article as it interacts with recent works of art and fiction, and photographs of a new series of visitations by the Super Futures Haunt Qollective. Everything I love is an effect of an already given dispossession and of another dispossession to come. Everything I love survives dispossession, is therefore before dispossession. —Fred Moten, " The Subprime " Her shape haunts the maps drawn by his hand. She implies a different spatial and temporal geography of tunnels and time warps. She herself is not fully legible to colonialism's eye and cannot be defined by its sciences nor described through its grammar of power. —La Paperson, " The Postcolonial Ghetto " [Dionne Brand] reminds me that the earth is also skin and that a young girl can legitimately take possession of a street, or an entire city, albeit on different terms than we may be familiar with. —Katherine McKittrick, Demonic Grounds
Research Interests:
This article tells the story of an intervention by a collective of teacher educators on New York State's adoption of edTPA. Too often in education policy analysis, issues of race are discussed briefly, if at all. This article argues that... more
This article tells the story of an intervention by a collective of teacher educators on New York State's adoption of edTPA. Too often in education policy analysis, issues of race are discussed briefly, if at all. This article argues that attending to constructions of race specific to settler colonialism is an important approach to education policy analysis. In no small part, our analytical limitations can be traced to past solutions. Part of the difficulty is connected to our own victories: Today's racial progress is heavily indebted to the state and its legal apparatuses, and for some populations, that is precisely the problem. —Lisa Marie Cacho (2012, p. 4) Educational policy scholars who work in Schools of Education may have the doubled, sometimes tripled, experience of having their professional lives turned upside down with a state's adoption of a new education policy.
Research Interests:
Research Interests:
Tuck, E., Guess, A., & Sultan, H. (2014, June 26). Not nowhere: Collaborating on selfsame land. Decolonization: Indigeneity, Education & Society.
Research Interests:
Tuck, E. (2014). ANCSA as x-mark: Surface and subsurface claims of the Alaska Native Claims Settlement Act. Alaska Native Studies, 1(1), 240-272. This article analyzes settler colonialism in the context of Alaska and the Alaska Native... more
Tuck, E. (2014). ANCSA as x-mark: Surface and subsurface claims of the Alaska Native Claims Settlement Act. Alaska Native Studies, 1(1), 240-272.
This article analyzes settler colonialism in the context of Alaska and the Alaska Native Claims Settlement Act (ANCSA), the largest land claim settlement in United States history. The article presents a critical overview of the Settlement Act, and theorizes what is meant by surface and subsurface rights to land. It discusses the entrusting of land to Alaska Native corporations instead of tribal governments, and the recasting of Alaska Native peoples into shareholders as ideological invasions, and theorizes Alaska Native resistance to settlement in the form of x-marks.
This article analyzes settler colonialism in the context of Alaska and the Alaska Native Claims Settlement Act (ANCSA), the largest land claim settlement in United States history. The article presents a critical overview of the Settlement Act, and theorizes what is meant by surface and subsurface rights to land. It discusses the entrusting of land to Alaska Native corporations instead of tribal governments, and the recasting of Alaska Native peoples into shareholders as ideological invasions, and theorizes Alaska Native resistance to settlement in the form of x-marks.
Research Interests:
Tuck, E. & Yang. K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818. This article discusses the role of refusal in the analysis and communication of qualitative data,... more
Tuck, E. & Yang. K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818.
This article discusses the role of refusal in the analysis and communication of qualitative data, that is, the role of refusal in the work of making claims. Refusal is not just a no, but a generative stance, situated in a critical understanding of settler colonialism and its regimes of representation. Refusals are needed to counter narratives and images arising (becoming-claims) in social science research that diminish personhood or sovereignty, or rehumiliate when circulated. Refusal, in this article, refers to a stance or an approach to analyzing data within a matrix of commitments, histories, allegiances, and resonances that inform what can be known within settler colonial research frames, and what must be kept out of reach.
This article discusses the role of refusal in the analysis and communication of qualitative data, that is, the role of refusal in the work of making claims. Refusal is not just a no, but a generative stance, situated in a critical understanding of settler colonialism and its regimes of representation. Refusals are needed to counter narratives and images arising (becoming-claims) in social science research that diminish personhood or sovereignty, or rehumiliate when circulated. Refusal, in this article, refers to a stance or an approach to analyzing data within a matrix of commitments, histories, allegiances, and resonances that inform what can be known within settler colonial research frames, and what must be kept out of reach.
Research Interests:
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(1), 52-74. In this article, researchers... more
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(1), 52-74.
In this article, researchers from an academic institution and researchers from a community-based organization theorize a recent collaboration. This ‘‘contingent collaboration’’ was designed to analyze interviews that had been conducted by the community organization and required the purposeful negotiation of two thresholds, one methodological, the other empirical. Writing together across diverse experiences with academic research, the authors consider the implications of the settler colonial roots of social science, the voyeuristic tendencies of academic researchers, and the historical presence of Black people as ‘‘other’’ in the academy for academic-
community research partnerships.
Keywords : Contingent collaboration; academic-community partnerships; interview analysis; geotheorizing; stories as data
In this article, researchers from an academic institution and researchers from a community-based organization theorize a recent collaboration. This ‘‘contingent collaboration’’ was designed to analyze interviews that had been conducted by the community organization and required the purposeful negotiation of two thresholds, one methodological, the other empirical. Writing together across diverse experiences with academic research, the authors consider the implications of the settler colonial roots of social science, the voyeuristic tendencies of academic researchers, and the historical presence of Black people as ‘‘other’’ in the academy for academic-
community research partnerships.
Keywords : Contingent collaboration; academic-community partnerships; interview analysis; geotheorizing; stories as data
Research Interests:
Tuck, E. (2013). Decolonizing Methodologies 15 years later, a commentary. AlterNative: An International Journal for Indigenous Peoples, 9(4), 365-372.
Research Interests:
Tuck, E. (2013). Neoliberalism as nihilism? A commentary on educational accountability, teacher education, and school reform. The Journal for Critical Education Policy Studies, 11(2), 324-347.
Research Interests:
Tuck, E. & Gaztambide-Fernández, R. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72-89. This paper describes the ways in which “curriculum” has been and continues to be a project of... more
Tuck, E. & Gaztambide-Fernández, R. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72-89.
This paper describes the ways in which “curriculum” has been and continues to be a project of settler colonialism, premised on white settler supremacy. We examine how this has manifested and how various attempts at interrupting this not only get sidelined, but reappropriated in ways that re-inscribe settler colonialism and settler futurity through strategies of replacement. We use the character of Natty Bumppo from James Fenimore Cooper's Leatherstocking Tales as an allegory for the ways in which white settlers seeks to absorb indigenous peoples, people of color and their knowledges, only to turn themselves into the “native.” While various interventions have tried to dislodge the aims of replacement, the settler colonial curricular project of replacement is relentless in its recuperation and absorption of those critiques, effectively replacing those who offered the critiques with (now) more informed white bodies.
This paper describes the ways in which “curriculum” has been and continues to be a project of settler colonialism, premised on white settler supremacy. We examine how this has manifested and how various attempts at interrupting this not only get sidelined, but reappropriated in ways that re-inscribe settler colonialism and settler futurity through strategies of replacement. We use the character of Natty Bumppo from James Fenimore Cooper's Leatherstocking Tales as an allegory for the ways in which white settlers seeks to absorb indigenous peoples, people of color and their knowledges, only to turn themselves into the “native.” While various interventions have tried to dislodge the aims of replacement, the settler colonial curricular project of replacement is relentless in its recuperation and absorption of those critiques, effectively replacing those who offered the critiques with (now) more informed white bodies.
Research Interests:
The article explores two intertwined ideas: that the United States is a settler colonial nation-state, and settler colonialism has been and continues to be a gendered process. The article engages Native feminist theories to excavate the... more
The article explores two intertwined ideas: that the United States is a settler colonial nation-state, and settler colonialism has been and continues to be a gendered process. The article engages Native feminist theories to excavate the deep connections between settler colonialism and heteropatriarchy, highlighting five central challenges that Native feminist theories pose to gender and women’s studies. From problematizing settler colonialism and its intersections to questioning academic participation in Indigenous dispossession, responding to these challenges requires a significant departure from how gender and women’s studies is regularly understood and taught. Too often, the consideration of Indigenous peoples remains rooted in understanding colonialism as an historical point in time away from which our society has progressed. Centering settler colonialism within gender and women’s studies instead exposes the still-existing structure of settler colonialism and its powerful effects on Indigenous peoples and settlers. Taking as its audience practitioners of both “whitestream” and other feminisms and writing in conversation with a long history of Native feminist theorizing, the article offers critical suggestions for the meaningful engagement of Native feminisms. Overall, it aims to persuade readers that attending to the links between heteropatriarchy and settler colonialism is intellectually and politically imperative for all peoples living within settler colonial contexts.
Research Interests:
"Research is a dirty word among many Native communities (Tuhiwai Smith, 1999), and arguably, also among ghettoized (Kelley, 1997), Orientalized (Said, 1978), and other communities of overstudied Others. The ethical standards of the... more
"Research is a dirty word among many Native communities (Tuhiwai Smith, 1999), and arguably, also among ghettoized (Kelley, 1997), Orientalized (Said, 1978), and other communities of overstudied Others. The ethical standards of the academic industrial complex are a recent development, and like so many post–civil rights reforms, do not always do enough to ensure that social science research is deeply ethical, meaningful, or useful for the individual or community being researched. Social science often works to collect stories of pain and humiliation in the lives of those being researched for commodification. However, these same stories of pain and humiliation are part of the collective wisdom that often informs the writings of researchers who attempt to position their intellectual work as decolonization. Indeed, to refute the crime, we may need to name it. How do we learn from and respect the wisdom and desires in the stories that we (over)hear, while refusing to portray/betray them to the spectacle of the settler colonial gaze? How do we develop an ethics for research that differentiates between power—which deserves a denuding, indeed petrifying scrutiny—and people? At the same time, as fraught as research is in its complicity with power, it is one of the last places for legitimated inquiry. It is at least still a space that proclaims to care about curiosity. In this essay, we theorize refusal not just as a “no,” but as a type of investigation into “what you need to know and what I refuse to write in” (Simpson, 2007, p. 72). Therefore, we present a refusal to do research, or a refusal within research, as a way of thinking about humanizing researchers.
We have organized this chapter into four portions. In the first three sections, we lay out three axioms of social science research. Following the work of Eve Kosofsky Sedgwick (1990), we use the exposition of these axioms to articulate otherwise implicit, methodological, definitional, self-evident groundings (p. 12) of our arguments and observations of refusal. The axioms are: (I) The subaltern can speak, but is only invited to speak her/our pain; (II) there are some forms of knowledge that the academy doesn’t deserve; and (III) research may not be the intervention that is needed. We realize that these axioms may not appear self-evident to everyone, yet asserting them as apparent allows us to proceed toward the often unquestioned limits of research. Indeed, “in dealing with an open-secret structure, it’s only by being shameless about risking the obvious that we happen into the vicinity of the transformative” (Sedgwick, 1990, p. 22). In the fourth section of the chapter, we theorize refusal in earnest, exploring ideas that are still forming."
We have organized this chapter into four portions. In the first three sections, we lay out three axioms of social science research. Following the work of Eve Kosofsky Sedgwick (1990), we use the exposition of these axioms to articulate otherwise implicit, methodological, definitional, self-evident groundings (p. 12) of our arguments and observations of refusal. The axioms are: (I) The subaltern can speak, but is only invited to speak her/our pain; (II) there are some forms of knowledge that the academy doesn’t deserve; and (III) research may not be the intervention that is needed. We realize that these axioms may not appear self-evident to everyone, yet asserting them as apparent allows us to proceed toward the often unquestioned limits of research. Indeed, “in dealing with an open-secret structure, it’s only by being shameless about risking the obvious that we happen into the vicinity of the transformative” (Sedgwick, 1990, p. 22). In the fourth section of the chapter, we theorize refusal in earnest, exploring ideas that are still forming."
Research Interests:
"[A] Alphabet of terms This is a glossary written by two women, both theorists and artists, in first person singular. A glossary ordinarily comes after a text, to define and specify terms, to ensure legibility. Glossaries can help... more
"[A]
Alphabet of terms
This is a glossary written by two women, both theorists and artists, in first person singular. A glossary ordinarily comes after a text, to define and specify terms, to ensure legibility. Glossaries can help readers to pause and make sense of something cramped and tightly worded; readers move from the main text to the back, and forth again. In this case, the glossary appears without its host—perhaps because it has gone missing, or it has been buried alive, or because it is still being written. Maybe I ate it. It has an appendix, a remnant, which is its own form of haunting, its own lingering. This glossary is about justice, but in a sense that is rarely referenced. It is about righting (and sometimes wronging) wrongs; about hauntings, mercy, monsters, generational debt, horror films, and what they might mean for understanding settler colonialism, ceremony, revenge, and decolonization. In the entries of this glossary I will tell the story of my thinking on haunting. Yet this glossary is a fractal; it includes the particular and the general, violating the terms of settler colonial knowledge which require the separation of the particular from the general, the hosted from the host, personal from the public, the foot(note) from the head(line), the place from the larger narrative of nation, the people from specific places. This glossary is a story, not an exhaustive encyclopedia (which is itself a container), and this story includes my own works of theory and art as well notations on film and fiction. It is a story that seethes in its subtlety—the mile markers flash-faded instantly from exposure. Pay close attention, and then move very far away. I am only saying this once.
Am I telling you a story?
In telling you all of this in this way, I am resigning myself and you to the idea that parts of my telling are confounding. I care about you understanding, but I care more about concealing parts of myself from you. I don’t trust you very much. You are not always aware of how you can be dangerous to me, and this makes me dangerous to you. I am using my arm to determine the length of the gaze.
At the same time that I tell, I wonder about the different endings, the unfurled characters, the lies that didn’t make it to the page, the anti-heroes who do not get the shine of my attention. Each of the entries in this glossary is a part of the telling. Together, they are the tarot—turn this one first, and one divination; turn another first, and another divination. Yes, I am telling you a story, but you may be reading another one."
Alphabet of terms
This is a glossary written by two women, both theorists and artists, in first person singular. A glossary ordinarily comes after a text, to define and specify terms, to ensure legibility. Glossaries can help readers to pause and make sense of something cramped and tightly worded; readers move from the main text to the back, and forth again. In this case, the glossary appears without its host—perhaps because it has gone missing, or it has been buried alive, or because it is still being written. Maybe I ate it. It has an appendix, a remnant, which is its own form of haunting, its own lingering. This glossary is about justice, but in a sense that is rarely referenced. It is about righting (and sometimes wronging) wrongs; about hauntings, mercy, monsters, generational debt, horror films, and what they might mean for understanding settler colonialism, ceremony, revenge, and decolonization. In the entries of this glossary I will tell the story of my thinking on haunting. Yet this glossary is a fractal; it includes the particular and the general, violating the terms of settler colonial knowledge which require the separation of the particular from the general, the hosted from the host, personal from the public, the foot(note) from the head(line), the place from the larger narrative of nation, the people from specific places. This glossary is a story, not an exhaustive encyclopedia (which is itself a container), and this story includes my own works of theory and art as well notations on film and fiction. It is a story that seethes in its subtlety—the mile markers flash-faded instantly from exposure. Pay close attention, and then move very far away. I am only saying this once.
Am I telling you a story?
In telling you all of this in this way, I am resigning myself and you to the idea that parts of my telling are confounding. I care about you understanding, but I care more about concealing parts of myself from you. I don’t trust you very much. You are not always aware of how you can be dangerous to me, and this makes me dangerous to you. I am using my arm to determine the length of the gaze.
At the same time that I tell, I wonder about the different endings, the unfurled characters, the lies that didn’t make it to the page, the anti-heroes who do not get the shine of my attention. Each of the entries in this glossary is a part of the telling. Together, they are the tarot—turn this one first, and one divination; turn another first, and another divination. Yes, I am telling you a story, but you may be reading another one."
Research Interests:
Dear Sweet Honey Coated Readers, (I once read a letter addressed in this way, and have since wanted to do the same). I am going to use the space of this letter trying to describe something in writing that I have only ever been able to... more
Dear Sweet Honey Coated Readers,
(I once read a letter addressed in this way, and have since wanted to do the same). I am going to use the space of this letter trying to describe something in writing that I have only ever been able to capture in person, over the dinner table or while on a long walk or subway ride. For you, A}alikingan aqaangin, our future, I’d like to articulate where the hope resides in participatory pedagogy and participatory research. Participatory pedagogy and research are generally regarded to have change-making capacities, but I think it is important to try to understand why and how such praxes can be transformative, to locate the hope in deep participation.
(I once read a letter addressed in this way, and have since wanted to do the same). I am going to use the space of this letter trying to describe something in writing that I have only ever been able to capture in person, over the dinner table or while on a long walk or subway ride. For you, A}alikingan aqaangin, our future, I’d like to articulate where the hope resides in participatory pedagogy and participatory research. Participatory pedagogy and research are generally regarded to have change-making capacities, but I think it is important to try to understand why and how such praxes can be transformative, to locate the hope in deep participation.
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"This chapter is premised upon the observation that, in much of social science doctoral ethics education in the United States, the discussion of ethics of research has been collapsed, reduced to the discussion of securing approval from an... more
"This chapter is premised upon the observation that, in much of social science doctoral ethics education in the United States, the discussion of ethics of research has been collapsed, reduced to the discussion of securing approval from an Institutional Review Board (IRB). We argue that relying solely on IRB-centered ethical analyses sustains settler coloniality in social science research. We will demonstrate that the IRB process is just a small part of what social scientists must consider in conducting ethical research and that without a more robust consideration of ethics, academe is complicit in expanding, extending, and legitimizing settler colonial projects under the auspices of scientifically based research production. We begin with an analysis of ethical considerations that are ignored by the IRB process. We will present entwined genealogies of the IRB process and of scientifically based research, and will map these genealogies onto the historical management of Indigenous peoples and peoples of Color via social science research.
We will also contextualize what we call Decolonial Participatory Action Research (DPAR). One of the most distinctive and compelling qualities of DPAR is that it exposes ethical worries that are latent in all social science research. Within this context, we present an ethical framework of decolonial participatory action research in which ethical considerations of reflexivity, expertise, dignity, action, relationality, and theories of change will be engaged as vital components of research as a public science, concerned with emboldening the public sphere. Such a framework is useful in contesting the assumed legitimacy of scientifically based research, but also in generating research that is concerned with the redistribution of power, knowledge, and place, and the dismantling of settler colonialism.
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We will also contextualize what we call Decolonial Participatory Action Research (DPAR). One of the most distinctive and compelling qualities of DPAR is that it exposes ethical worries that are latent in all social science research. Within this context, we present an ethical framework of decolonial participatory action research in which ethical considerations of reflexivity, expertise, dignity, action, relationality, and theories of change will be engaged as vital components of research as a public science, concerned with emboldening the public sphere. Such a framework is useful in contesting the assumed legitimacy of scientifically based research, but also in generating research that is concerned with the redistribution of power, knowledge, and place, and the dismantling of settler colonialism.
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From our vantage points, it is difficult to defend the historical trajectory of public schooling in the United States, yet we find ourselves unwilling to walk away from what we see as present and future possibilities of public schooling,... more
From our vantage points, it is difficult to defend the historical trajectory of public schooling in the United States, yet we find ourselves unwilling to walk away from what we see as present and future possibilities of public schooling, for our families, for other Indigenous people, and for all students and families. We write this essay as two Unangan (Aleut) women, mother and daughter, both educators, both writers and readers.
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Abstract This article discusses competing perspectives on the value of the General Educational Development (GED) credential. Although scholars and journalists debate the worth of the credential, urban youth continue to pursue the GED,... more
Abstract This article discusses competing perspectives on the value of the General Educational Development (GED) credential. Although scholars and journalists debate the worth of the credential, urban youth continue to pursue the GED, especially as proxy for inadequate schooling.
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Abstract Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our... more
Abstract Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or,“decolonize student thinking”, turns decolonization into a metaphor.
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"Today is the day that is celebrated as America’s 236th birthday, the founding date of the United States on stolen Indigenous land. On St. Paul Island, where my people are/from, this is the day we enjoy June July with games and food.... more
"Today is the day that is celebrated as America’s 236th birthday, the founding date of the United States on stolen Indigenous land. On St. Paul Island, where my people are/from, this is the day we enjoy June July with games and food. Before the end of the day, comedian Chris Rock will be under public fire for tweeting “Happy white peoples independence day [sic] the slaves weren’t free but I’m sure they enjoyed the fireworks” (Essig, 2012). Today, many will use social media to read and repost the text of Frederick Douglass’ 1852 speech, The meaning of July 4th for the Negro.
Nine days ago, the United States Supreme Court struck down all but one of the four provisions of Arizona’s SB 1070 (June 25, 2012). Section 2(B), which requires police to check the documented status of anyone whom they arrest or detain, and permits them to stop and arrest persons they believe to be undocumented, was upheld. Twenty-two days ago, President Barack Obama announced a policy change allowing allows DREAM-Act eligible students to stay in the United States without fear of deportation (June 13, 2012). Twenty days ago marked the 70th anniversary of the forced removal of Aleut people on St. Paul Island and throughout the Aleutian Islands to be interned for four years in Southeast Alaska, after the bombing of Dutch Harbor (June 14, 2012). The day came and went, and gathered little attention.
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Nine days ago, the United States Supreme Court struck down all but one of the four provisions of Arizona’s SB 1070 (June 25, 2012). Section 2(B), which requires police to check the documented status of anyone whom they arrest or detain, and permits them to stop and arrest persons they believe to be undocumented, was upheld. Twenty-two days ago, President Barack Obama announced a policy change allowing allows DREAM-Act eligible students to stay in the United States without fear of deportation (June 13, 2012). Twenty days ago marked the 70th anniversary of the forced removal of Aleut people on St. Paul Island and throughout the Aleutian Islands to be interned for four years in Southeast Alaska, after the bombing of Dutch Harbor (June 14, 2012). The day came and went, and gathered little attention.
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This article explores youth resistance to urban public high schools that both inadvertently and by design push out students before graduation. The author details how youth experience the institutional production of school non-completion... more
This article explores youth resistance to urban public high schools that both inadvertently and by design push out students before graduation. The author details how youth experience the institutional production of school non-completion as a dialectic of humiliating ironies and dangerous dignities, a dialectic of school pushout. The author describes how some youth position themselves in ways that are dangerous to the institution of schooling, and, at the same time, their own school careers.
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This special issue explores the possibilities and limitations of theories of youth resistance in educational research, and presents new and expanded theories of youth responses to injustices in schooling. Drawing from a range of... more
This special issue explores the possibilities and limitations of theories of youth resistance in educational research, and presents new and expanded theories of youth responses to injustices in schooling. Drawing from a range of discourses – including, but not limited to, critical theory, political economy, decolonizing theory, queer theory, critical race theory, and educational discourses that borrow from criminal justice, health, and sociology – the articles present research findings that complicate, extend, and sometimes explode current conceptualizations of youth resistance. Featuring qualitative studies in education that employ a diversity of methods, the articles solder empirical research to theory, providing on-the-ground examples of new or reclaimed theories of youth resistance in action.
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In this article, I discuss potential roles for curriculum studies in upending settler colonialism, which I locate as the anchor system that permits hetero-patriarchal white supremacy. As a whole I want to attend to possibilities for... more
In this article, I discuss potential roles for curriculum studies in upending settler colonialism, which I locate as the anchor system that permits hetero-patriarchal white supremacy. As a whole I want to attend to possibilities for anti-colonial curriculum within what I call a “methodology of repatriation.”
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In this article, three early career scholars write across their experiences as underrepresented faculty who teach required diversity courses to future educators in a predominantly white small state college. The authors theorize student... more
In this article, three early career scholars write across their experiences as underrepresented faculty who teach required diversity courses to future educators in a predominantly white small state college. The authors theorize student resistances to course material and to faculty of color teaching about race and racism in a series of tableaus of their classrooms. They examine the ways that students’ tactics of avoidance, consuming the other, and “I won’t learn from you,” are simultaneously “about us and not about us,” unmasking uneven assumptions about the role of diversity courses in teacher preparation programs.
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In this article, Eve Tuck grapples with Gilles Deleuze's conceptualization of desire, finding it simultaneously generative and unsatisfying. Recognizing that Deleuze will not 'say' what Tuck wants him to say about desire - that it is... more
In this article, Eve Tuck grapples with Gilles Deleuze's conceptualization of desire, finding it simultaneously generative and unsatisfying. Recognizing that Deleuze will not 'say' what Tuck wants him to say about desire - that it is smart, and constitutes expertise - Tuck reasons that there is only one thing she can do: break up with Deleuze. The article is organized into several break-up rituals, and in each of the rituals, the author works to understand, interrogate, expand, and extend conceptualizations of desire. In these ways, an articulation of what it means to value the irreconcilable is presented.
Keywords: Deleuze; desire; valuing the irreconcilable; theory use; indigeneity
Keywords: Deleuze; desire; valuing the irreconcilable; theory use; indigeneity
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In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of “damage-centered” research—research that intends to document peoples’ pain and brokenness to hold those in power... more
In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of “damage-centered” research—research that intends to document peoples’ pain and brokenness to hold those in power accountable for their
oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted,
ruined, and hopeless. Tuck urges communities to institute a moratorium on damage centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.
oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted,
ruined, and hopeless. Tuck urges communities to institute a moratorium on damage centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.
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This article observes that participatory action research (PAR), by nature of being collaborative, necessitates making explicit theories of change that may have otherwise gone unseen or unexamined. The article explores the limits of the... more
This article observes that participatory action research (PAR), by nature of being collaborative, necessitates making explicit theories of change that may have otherwise gone unseen or unexamined. The article explores the limits of the reform/revolution paradox on actions and theories of change in PAR. Citing examples from two recent youth PAR projects on educational issues, the author submits that when met with such a paradox, one can only move to a new vantage point. Four alternative vantage points, drawn from Indigenous epistemologies, are illustrated; they are sovereignty, contention, balance, and relationship.
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Daza, S. & Tuck, E. (Eds.), “Decolonizing, postcolonial, anticolonial and Indigenous education, studies, and theories,” special issue of Educational Studies, 50(4), 307-415, July, 2014.
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McCoy, K., Tuck, E., & McKenzie, M. (Eds.), “Land education: Indigenous, postcolonial, and decolonizing perspectives on place and environmental education research,” special issue of Environmental Education Research, 20(1), 1-143,... more
McCoy, K., Tuck, E., & McKenzie, M. (Eds.), “Land education: Indigenous, postcolonial, and decolonizing perspectives on place and environmental education research,” special issue of Environmental Education Research, 20(1), 1-143, February, 2014.
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Tuck, E. & Yang, K.W. (Eds.) “Youth resistance revisited: New theories of youth negotiations of educational injustices,” special issue of International Journal of Qualitative Studies in Education, 25(5), 521-530, September, 2011.