Eve Tuck earned her Ph.D.in Urban Education at The Graduate Center, The City University of New York in 2008.
Eve Tuck is Associate Professor of Critical Race and Indigenous Studies at the Ontario Institute for Studies in Education (OISE), University of Toronto. She is a William T Grant Scholar (2015-2020) and was a Ford Foundation Postdoctoral Fellow in 2011.
Tuck's writing and research is on urban education and Indigenous studies. As a whole, her work focuses on how Indigenous social thought can be engaged to create more fair and just social policy, more meaningful social movements, and when that doesn't work, robust approaches to decolonization.
She has also co-edited two books, including Youth Resistance Research and Theories of Change (co-edited with K. Wayne Yang, Routledge, 2014), and Land Education (co-edited with Kate McCoy and Marcia McKenzie, Routledge, 2016).
Tuck is the author of more than 20 peer reviewed articles. Her most widely-engaged articles include "Suspending Damage, a letter to communities," published by Harvard Educational Review in 2009; "Decolonization is Not a Metaphor," co-authored with K. Wayne Yang and published in 2012 by Decolonization: Indigeneity, Education and Society, "Breaking Up with Deleuze" published in 2010 by International Journal of Qualitative Inquiry, and "A Glossary of Haunting," co-authored with C. Ree, and published in a recent handbook on autoethnography.
Tuck is the co-editor of Critical Ethnic Studies, a new journal published by University of Minnesota Press. She is co-editor of a new book series with Routledge, titled Indigenous and Decolonizing Studies in Education.
Tuck was recognized in 2014 with an early career award from the Committee on Scholars of Color in Education of the American Educational Research Association. She has also won several book and paper awards.
She is the co-creator of the Citation Practices Challenge, an effort to be more intentional about our citation practices, to more fully consider the politics of citation
Tuck is Unangax and is an enrolled member of the Aleut Community of St. Paul Island, Alaska.
Eve Tuck is an award-winning Indigenous (Unangax) scholar who is internationally regarded for her contributions to educational research and Indigenous studies. She has worked closely with diverse urban and rural communities to conduct research that improves education and social policy, particularly for disadvantaged and marginalized youth. Tuck held a prestigious Ford Foundation Postdoctoral Fellowship (2011-2012) to conduct research on Indigenous research ethics. She was recently named a William T. Grant Foundation Scholar (2015-2020), a highly competitive career development award.
Tuck has published her research in a range of formats, including notable refereed journals, open-access refereed journals, and books. She has published 20 peer-reviewed articles in journals such as the prestigious Harvard Education Review, American Quarterly, Educational Policy, Qualitative Inquiry, and International Journal of Qualitative Studies in Education. Her co-authored article, “Decolonization is Not a Metaphor” (2012), was the lead article in the founding issue of the open-access refereed journal Decolonization: Indigeneity, Education & Society, and has been downloaded over 80,000 times and cited over 300 times.
Tuck founded a groundbreaking book series with Routledge on Indigenous and Decolonizing Studies in Education, which she co-edits with K. Wayne Yang. Tuck and Yang are also co-editors-in-chief of the innovative new journal, Critical Ethnic Studies, published twice a year by University of Minnesota Press. Over the past five years, Tuck has co-edited five special issues of leading academic journals in education and qualitative research including International Journal of Qualitative Studies in Education, Environmental Education Research, English Journal, Cultural Studies—Critical Methodologies, and Educational Studies.
In addition to scholarly impact, Tuck’s work exemplifies socially engaged research that is conducted with and for the benefit of working class, racialized, and Indigenous communities. Her William T. Grant Foundation project, Migrant Youth, Deferred Action and Postsecondary Outcomes ($350,000 USD), is a 5-year study examining educational outcomes of school-aged children whose families migrate to the US for seasonal agricultural labor. In New York City, she worked with youth co-researchers to examine the promises and pitfalls of the GED for young people who are pushed out of high schools. Because of the social impact of her work as well as her respectful engagement with communities, Tuck is a sought-after collaborator by NGOs, governments, and community-based organizations.
In 2014, Tuck was recognized with an Early Career Award by the Committee on Scholars of Color in Education of the American Educational Research Association (AERA). Tuck has won two book awards from AERA, including Outstanding Edited Volume from Division B: Curriculum Studies (2015) and Outstanding Book Award from the Qualitative Research Special Interest Group (2013). She has held prominent leadership roles in the association, including an appointed role as Program Co-Chair of Curriculum Studies from 2015-2017, and elected positions on the Special Interest Group (SIG) Executive Committee and the Indigenous Peoples of the Americas SIG. Tuck also won a Critics Choice Book Award from the American Educational Studies Association in 2013.