Harvard Educational Review

  1. Spring 2018


    In this Issue:
    Knowledge Citizens?:
    Intellectual Disability and the Production of Social Meanings Within Educational Research
    ASHLEY TAYLOR
    Ethics, Identity, and Political Vision:
    Toward a Justice-Centered Approach to Equity in Computer Science Education
    SEPEHR VAKIL
    Risky Business:
    An Integrated Institutional Theory for Understanding High-Risk Decision Making in Higher Education
    LAUREN A. TURNER and A. J. ANGULO
    My Future, My Family, My Freedom:
    Meanings of Schooling for Poor, Rural Chinese Youth
    XIN XIANG
    Teaching in the Restorative Window:
    Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader
    SARAH M. FINE

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  2. Knowledge Citizens?
    Intellectual Disability and the Production of Social Meanings Within Educational Research
    ASHLEY TAYLOR

    Intellectual disability may appear to many as a barrier to participation in or the production of educational research.

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    1. Disrupting the School-to-Prison Pipeline

      Edited by Sofía Bahena, North Cooc, Rachel Currie-Rubin, Paul Kuttner, and Monica Ng

      A trenchant and wide-ranging look at this alarming national trend, Disrupting the School-to-Prison Pipeline is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms.

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      Education for a Multicultural Society

      Edited by Kolajo Paul Afolabi, Candice Bocala, Raygine C. DiAquoi, Julia M. Hayden, Irene A. Liefshitz, and Soojin Susan Oh

      In influential and often groundbreaking articles from the Harvard Educational Review, the volume surveys multicultural education’s founding arguments and principles, describes its subsequent evolution, and looks toward its future role and impact.

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      Humanizing Education
      Critical Alternatives to Reform

      Edited by Gretchen Brion-Meisels, Kristy S. Cooper, Sherry L. Deckman, Christina L. Dobbs, Chantal Francois, Thomas Nikundiwe, Carla Shalaby

      This collection of essays from the Harvard Educational Review offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change.

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