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Eve Tuck is Assistant Professor of Educational Foundations and Coordinator of Native American Studies at the State University of New York at New Paltz.
Tuck 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).
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.
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 of a forthcoming special issue of Environmental Education Research on land education with Kate McCoy and Marcia McKenzie. Tuck is an enrolled member of the Tribal Government of St. Paul Island, in Alaska.
Released November 2013
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.
“This cogent, rich, and multi-voiced volume advances the field of resistance theory by countering attempts in mainstream scholarship to domesticate youth resistance under the banner of such terms as ‘empowerment’ or ‘civic participation.’ It faces squarely the messiness of resistance by illuminating its complexities, contradictions, tensions, and dilemmas in ways that both honor and deepen our understanding of youth’s acts of agency. Kudos to Eve Tuck and K. Wayne Yang for a bold and courageous text!”—Angela Valenzuela, author of Subtractive Schooling and Leaving Children Behind, College of Education, University of Texas at Austin
“The passion, clarity, and diversity of thought offered here powerfully signal new possibilities for how educators can critically comprehend conditions of educational injustice and the vital role youth resistance plays in the process of transformation. In contrast to the disrespect and hopelessness often attributed to youth in schools, these essays speak volumes to the formidable strength and courage of students, who despite potential risks, rise up valiantly to oppose colonizing educational practices that threaten their humanity. Most importantly, the book challenges one-dimensional notions of youth and resistance by rethinking structural complexities so often ignored. It is truly a must read.”—Antonia Darder, Leavey Endowed Chair in Ethics and Moral Leadership, Loyola Marymount University, Los Angeles
“Tuck and Yang’s Youth Resistance Research and Theories of Change could not have come at a better time. Public education, our youth, and communities of color have come under assault from an onslaught of neoliberal education and public policy reforms. This book not only helps us understand resistance in more complex and powerful ways, it points to the critical role of youth in building, activating, and sustaining social justice movements in the 21st century.”—Wayne Au, editor for Rethinking Schools and Associate Professor of Education, University of Washington-Bothell