Harvard Educational Review
  1. Spring 2014 Issue »

    “A Slow Revolution”

    Toward a Theory of Intellectual Playfulness in High School Classrooms

    SARAH M. FINE
    In this essay, Sarah M. Fine explores the misalignment between instructional practices in secondary classrooms and the interests and capabilities of adolescent learners. Drawing on a series of ethnographic cases, she explores the potential consequences of this misalignment and attempts to conceptualize an alternate reality in which high school classrooms could become places where cognitive rigor and deep engagement function as mutually supportive priorities. Fine theorizes that a promising path forward would be pursuing instruction that involves intellectual playfulness—a construct that marries open-ended problem solving with opportunities for risk taking and flow. These same cases, however, illustrate that this pursuit would require profound transformations in the policies, practices, and perspectives that currently dominate the field. 

    Click here to purchase this article.
    Sarah M. Fine is an advanced doctoral candidate at the Harvard Graduate School of Education, where she collaborates with Jal Mehta on an ethnographic study of secondary schools that are striving to enact deeper learning for all of their students. Prior to starting her doctoral studies, she worked as a teacher, department chair, and instructional coach at an urban charter high school in the District of Columbia and as a freelance education journalist. Her work has appeared in a diverse array of publications, including the Washington Post, Phi Delta Kappan, and Education Week.
  2. Share

    Spring 2014 Issue

    Abstracts

    What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy?
    A Loving Critique Forward
    DJANGO PARIS and H. SAMY ALIM
    “A Slow Revolution”
    Toward a Theory of Intellectual Playfulness in High School Classrooms
    SARAH M. FINE
    Designing Educative Curriculum Materials
    A Theoretically and Empirically Driven Process
    ELIZABETH A. DAVIS, ANNEMARIE SULLIVAN PALINCSAR, ANNA MARIA ARIAS, AMBER SCHULTZ BISMACK, LOREN M. MARULIS, STEFANIE K. IWASHYNA
    Parental Authority over Education and the Right to Invite
    BRYAN R. WARNICK
    Symposium: Culturally Sustaining Pedagogy
    Culturally Relevant Pedagogy 2.0
    a.k.a. the Remix
    GLORIA LADSON-BILLINGS
    Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
    TERESA L. McCARTY and TIFFANY S. LEE

    Book Notes

    Schooling Hip-hop
    Edited by Marc Lamont Hill and Emery Petchauer; foreword by Jeff Chang

    Charter Schools and the Corporate Makeover of Public Education
    By Michael Fabricant & Michelle Fine

    Global Education Policy and International Development
    Edited by Antoni Verger, Mario Novelli, and Hülya Kosar Altinyelken