Sneak peeks into forthcoming works
Tuck, E. & Yang, K. W. (Eds.) (2014). Youth resistance research and theories of change. New York: Routledge.
Tuck, E. (2012). Urban youth and school pushout: Gateways, get-aways, and the GED. New York: Routledge.
Anyon, J., Dumas, M., Linville, D., Nolan, K., Perez, M., Tuck, E., and Weiss, J. (2009). Theory and educational research: Toward critical social explanation. New York: Routledge
Tuck, E. & McKenzie, M. (forthcoming 2015). Place in research: Theory, methodology, and methods. New York: Routledge.
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.
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, January 2014.
Forthcoming special editorships
Daza, S. & Tuck, E. (Eds.), “Decolonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories,” special issue of Educational Studies, forthcoming 2014.
Peer-reviewed journal articles
Tuck, E. & Yang. K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818.
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.
Tuck, E. & Gaztambide-Fernández, R. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72-89.
Arvin, M., Tuck, E. & Morrill, A. (2013). Decolonizing feminism: Challenging connections between settler colonialism and heteropatriarchy. Feminist Formations, 25(1), 8-34.
Tuck, E. (2012). Repatriating the GED: Urban youth and the alternative to a high school diploma. The High School Journal, 95 (4), 4-18.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.
Tuck, E. (2011). Humiliating ironies and dangerous dignities: A dialectic of school pushout. International Journal of Qualitative Studies in Education, 25(7), 817-827.
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(2), 70-74.
Tuck, E. (2010). Breaking up with Deleuze: Desire and valuing the irreconcilable. Journal of Qualitative Studies in Education, 23(5), 635-650.
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 75(3), 409-427.
Tuck, E. (2009). Re-visioning action: Participatory action research and Indigenous theories of change. Urban Review, 41(1),47-65.
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.
Tuck, E. (2013). Decolonizing Methodologies 15 years later, a commentary. AlterNative: An International Journal for Indigenous Peoples, 9(4), 365-372.
Tuck, E. (2012). July 4, 2012. Journal of Curriculum and Pedagogy, 9 (2), 129-31.
Tuck, E. (2011). Rematriating curriculum studies. Journal of Curriculum and Pedagogy, 8(1), 34-37.
Tuck, E. & Yang, K.W. (2014). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.) Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223-248). Los Angeles: Sage Publications.
Tuck, E. (2013). The GED as a cover for school pushout. In J. A. Gorlewski & B. Porfilio (Eds.) Left Behind in the Race to the Top: Realities of School Reform. Charlotte, NC: Information Age Publishing.
Tuck, E. & Yang, K.W. (2013). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.) Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223-248). Thousand Oakes, CA: Sage Publications.
Tuck, E. & Ree, C. (2013). A glossary of haunting. In S. H. Jones, T.E. Adams, & C. Ellis (Eds.) Handbook of autoethnography (pp. 639-658).
Tuck, E. (2013). Locating the hope in bone-deep participation. In T.M. Kress and R. Lake (Eds.) We saved the best for you: Letters of hope, imagination, and wisdom for 21st century educators (pp. 11-14). Rotterdam, Netherlands: Sense Publishers.
Tuck, E. & Guishard, M. (2013). Scientifically based research and settler coloniality: An ethical framework of decolonial participatory action research. In T. M Kress, C. Malott, & B. Porfilio (Eds.) Challenging status quo retrenchment: New directions in critical qualitative research (pp. 3-27). Charlotte, NC: Information Age Publishing.
Tuck, E. & Tuck. B. (2013). Making school more meaningful: Perspectives on the purposes of schooling from an Alaska Native context. In J. L. View, D. A. Laitsch, & P. M. Earley (Eds.) Why public schools? Voices from the United States and Canada (pp. 13-20). Charlotte, NC: Information Age Publishing.
Tuck, E., Allen, J., Bacha, M., Morales, A., Quinter, S., Thompson, J. & Tuck, M. (2008). PAR praxes for now and future change: The collective of researchers on educational disappointment and desire. In J. Cammarota and M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 49-83). New York: Routledge.
Fine, M., Tuck, E. & Zeller-Berkman, S. (2008). Do You Believe in Geneva? Methods and ethics at the global local nexus. In N. Denzin, Y. Lincoln, and L.T. Smith (Eds.), Handbook of critical and Indigenous methodologies (pp. 157-180). Thousand Oaks, CA: Sage Publications. [Reprint].
Tuck, E. & Fine, M. (2007). Inner angles: A range of ethical responses to/with Indigenous and decolonizing theories. In N. Denzin and M. Giardina (Eds.), Ethical futures in qualitative research: Decolonizing the politics of knowledge (pp. 145-168). Walnut Creek, CA: Left Coast Press.
Fine, M., Tuck, E. & Zeller-Berkman, S. (2007). Do You Believe in Geneva? Methods and ethics at the global local nexus. In C. McCarthy, A. Durham, L. Engel, A. Filmer, M. Giardina, and M. Malagreca (Eds.) Globalizing cultural studies: Ethnographic interventions in theory, method, and policy (pp. 493-525). New York: Peter Lang Publications.
Tuck, E. (2010). [Review of the book Indigenous Educational Models for Contemporary Practice: In Our Mother’s Voice, Volume II]. Wicazo Sa Review, 25(2), 146-149.
Tuck, E. & Espinosa-Nuñez, K. (2012). Dropout. In J. Banks (Ed.) Encyclopedia of Diversity in Education (pp. 719-723). Thousand Oaks, CA: Sage Publications.
Tuck, E. (2008). GED (General Educational Development) credential. In S. Mathison and E.W. Ross (Eds.), Battleground schools (pp. 261-267). Westport, CT: Greenwood Press.