Unforgetting Place in Urban Education through Creative Participatory Visual Methods

Eve Tuck, Sefanit Habtom

Research output: Contribution to journalArticlepeer-review


In this article, Eve Tuck and Sefanit Habtom first consider the consequences of the erasure of the importance of place in the field of urban education and then describe a new youth participatory action research project in Toronto called Making Sense of Movements (MSOM). MSOM is a youth participatory visual research project that engages Black and Indigenous youth in thinking about the influence of social movements such as Black Lives Matter and Idle No More in their relationships to Toronto as a place, and also in their postsecondary planning.

Original languageEnglish (US)
Pages (from-to)241-256
Number of pages16
JournalEducational Theory
Issue number2
StatePublished - Apr 1 2019


  • Indigenous theory
  • place
  • settler colonialism
  • urban education
  • youth participatory action research

ASJC Scopus subject areas

  • Education


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