Department of Educational Studies

» Current Students | » Faculty & Staff | » Future Students | » Parents | » Alumni, Donors & Friends | » Athletics | » Employment | » Give Today!

Faculty and Staff

Tuck, Eve

The Graduate Center, The City University of New York
Ph.D. 2008


Assistant Professor Coordinator of Native American Studies Program

Department: Educational Studies
Office: OM 110
Phone: (845) 257-2958
E-mail: tucke@newpaltz.edu
Website

Career History

2008-present
State University of New York at New Paltz
Assistant Professor of Educational Foundations and Coordinator of Native American Studies Program

2007
Gallatin School, New York University, Graduate Adjunct Instructor

2006-2008
The City University of New York, City College, Writing Fellow

2004-2005
The City University of New York, Lehman College, Undergraduate Adjunct Instructor

2001-2004
Youth Ministries for Peace and Justice, Program Co-Director, Literacy Educator

Teaching Interests

As a participatory action researcher and Indigenous scholar, my teaching, research, and scholarly writing are interconnected. Each reflects a collaborative spirit of co-constructing knowledge. I know that students come to the classroom with multiple, complicated histories with writing and learning. Both the classroom and the course readings and assignments need to be big enough to meet students where they are, but also complex enough to motivate students to try on new approaches, new words, new interpretations, new meanings. I try to create my courses to demonstrate a transparency of practice—often engaging in meta-conversations with students about why a particular decision or activity or reading at a particular time.

In my classes I use multiple modes of learning in different combinations of individual, small group, and large group work. I use online platforms such as Blackboard to create an interactive website for a course, and also engage students in discussions that run the length of the course.

Research/Creative Activity

NY edTPA Alternative Scoring Consortium Project, Co-Director with Julie Gorlewski, October 2013-Present

Black/Land Project Interview Study, Consultant, June 2013-Present

Youth Resistance Research Foundational Scholars Interviews, Co-PI with K. Wayne Yang, June 2012-March 2013

Migrant Youth Wellbeing Pilot Project, Principal Investigator, September 2010-December 2010

The Youth Researchers for a New Education System Project, Principal Investigator, November 2006−November 2007*

The Gateways and Get-aways Project by the Collective of Researchers on Educational Disappointment and Desire, Principal Investigator, February 2006−August 2007

Amplifying Youth Voices by the Global Rights Project, Lead Research Consultant, November 2005−May 2007

Constructing a Social Justice Framework for Youth and Community Service, Research Assistant, May 2004−May 2005

  • Research featured in “Courage: The Black New York Struggle for Equality Education.” Schomberg Center for Research on Black Culture, the New York Public Library. 515 Malcolm X Blvd. New York, NY 10037-1801. October 1-December 31, 2009

Awards, Honors & Recognition

Awards
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

Fellowships
Ford Foundation Postdoctoral Fellowship Ithaca, NY
Cornell University, Fall 2011-Spring 2012

Writing Fellows Dissertation Fellowship New York, NY
City College, City University of New York, Fall 2006-Spring 2007

Publications

Books
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.

Special editorships
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, 2014.

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.

Peer-reviewed and juried journal articles
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. (2012). July 4, 2012. Journal of Curriculum and Pedagogy, 9(2), 129-31.

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. (2011). Rematriating curriculum studies. Journal of Curriculum and Pedagogy, 8(1), 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(2), 70-74.

Tuck, E. (2010). Breaking up with Deleuze: Desire and valuing the irreconcilable. International 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.

Committee Memberships & Professional Organizations

Editorial service
Editorial Board, Journal of American Indian Education, 2010-2013
Editorial Board, Journal of Curriculum and Pedagogy, 2012-2015
Editorial Review Board, Decolonization: Indigeneity, Education & Society, 2012-2015
Editorial Board, Constructing Knowledge: Curriculum Studies in Action, Sense Publications

**Elected service to national associations **
Special Interest Group Executive Committee and member of Executive Program Committee, American Educational Research Association, 2012-15

Secretary, Indigenous Peoples of the Americas SIG, American Educational Research Association, 2010-11

Program Chair and Chair-elect, Indigenous Peoples of the Americas SIG, American Educational Research Association, 2011-13

Other service to national associations
Section Program Chair, American Educational Research Association, Division B Section 1, 2009-11
Bobby Wright Award Committee, 2010

Other Service
K-16 Collaboration Committee, American Studies Association, 2012-2014
Co-Founder and Advisory Committee, The Public Science Project for Participatory Action Research, 2007-2013

Professional affiliations
American Educational Research Association
American Educational Studies Association
Native American and Indigenous Studies Association
American Studies Association
Critical Ethnic Studies Association

Member of Aleut Tribal Government of St. Paul Island, Alaska