Eve Tuck – författare

Bridging environmental and Indigenous studies and drawing on critical geography, spatial theory, new materialist theory, and decolonizing theory, this dynamic volume examines the sometimes overlooked significance of place in social science research. There are often important divergences and even competing logics at work in these areas of research, some which may indeed be incommensurable. This volume explores how researchers around the globe are coming to terms - both theoretically and practically - with place in the context of settler colonialism, globalization, and environmental degradation. Tuck and McKenzie outline a trajectory of critical place inquiry that not only furthers empirical knowledge, but ethically imagines new possibilities for collaboration and action.Critical place inquiry can involve a range of research methodologies; this volume argues that what matters is how the chosen methodology engages conceptually with place in order to mobilize methods that enable data collection and analyses that address place explicitly and politically. Unlike other approaches that attempt to superficially tag on Indigenous concerns, decolonizing conceptualizations of land and place and Indigenous methods are central, not peripheral, to practices of critical place inquiry.

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.

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.

Winner of the 2013 American Educational Studies Association's Critics Choice Award!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.

Recent efforts to reform urban high schools have been marked by the pursuit of ever-increasing accountability policies, most notably through the use of mayoral control and secondary school exit exams. This innovative and provocative volume 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 provacative analysis of how accountability tacitly and explicitly push-out under-performing students from the system. A theoretically and empirically rich treatise on school push-out, Urban Youth and School Push-Out 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.

Those engaging in research to reduce youth inequality know that robust and resonant theories are needed alongside strong methods to study racialization, racism, and the consequences of racial categorization. This edited volume shares contributors’ first-person narrations of some of the hard-fought learnings and challenges of breaking from the traditions of their disciplinary fields and finding new and reclaimed ways to think about race. Featuring contributors’ narrations of how they came to engage with compelling theories of Blackness, Indigeneity, and/or racialization, and how such theories inform the social science research they do with young people, this timely and consequential text tells a multi-disciplinary story about the careful reading and co-theorizing that is required to refuse universal theories of Blackness, Indigeneity, and racialization.

Those engaging in research to reduce youth inequality know that robust and resonant theories are needed alongside strong methods to study racialization, racism, and the consequences of racial categorization. This edited volume shares contributors’ first-person narrations of some of the hard-fought learnings and challenges of breaking from the traditions of their disciplinary fields and finding new and reclaimed ways to think about race. Featuring contributors’ narrations of how they came to engage with compelling theories of Blackness, Indigeneity, and/or racialization, and how such theories inform the social science research they do with young people, this timely and consequential text tells a multi-disciplinary story about the careful reading and co-theorizing that is required to refuse universal theories of Blackness, Indigeneity, and racialization.

Disrupting education-as-usual in the face of climate crisis, this edited collection brings together pedagogical, curricular and conceptual approaches that respond to ecological precarity, centring Indigenous knowledge systems and Black ecologies alongside interdisciplinary methods grounded in storytelling.The collection addresses the urgent need to shift educational practices to respond to the disproportionate impacts of climate change on marginalised communities. Through a combination of conceptual chapters, empirical research and interviews with Black, Indigenous and Black-Indigenous scholars, the book illustrates how educators can engage with the practical and ethical implications of teaching and learning within ecologically damaged worlds. Contributors explore innovative approaches including school abolition frameworks, Indigenous climate fiction, place-based pedagogies, feminist composting methodologies and climate justice curricula. These diverse perspectives provide educators with concrete strategies for transforming their practice whilst honouring the wisdom and practices of communities most affected by environmental degradation.This book will be of interest to researchers, educators and postgraduate students in education, environmental studies, Indigenous studies, Black studies and curriculum theory. It is particularly relevant for those teaching courses on climate change education, social justice pedagogy, decolonising education and environmental humanities. The essays in this volume were previously published as a special issue in Curriculum Inquiry.

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruences at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. It is a must-have volume for scholars and students working at the intersection of education and Indigenous studies, critical disability studies, climate change research, queer studies, and more.

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruences at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. It is a must-have volume for scholars and students working at the intersection of education and Indigenous studies, critical disability studies, climate change research, queer studies, and more.

Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning.

Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning.

This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.

Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.

Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.

Bridging environmental and Indigenous studies and drawing on critical geography, spatial theory, new materialist theory, and decolonizing theory, this dynamic volume examines the sometimes overlooked significance of place in social science research. There are often important divergences and even competing logics at work in these areas of research, some which may indeed be incommensurable. This volume explores how researchers around the globe are coming to terms - both theoretically and practically - with place in the context of settler colonialism, globalization, and environmental degradation. Tuck and McKenzie outline a trajectory of critical place inquiry that not only furthers empirical knowledge, but ethically imagines new possibilities for collaboration and action. Critical place inquiry can involve a range of research methodologies; this volume argues that what matters is how the chosen methodology engages conceptually with place in order to mobilize methods that enable data collection and analyses that address place explicitly and politically. Unlike other approaches that attempt to superficially tag on Indigenous concerns, decolonizing conceptualizations of land and place and Indigenous methods are central, not peripheral, to practices of critical place inquiry.