Harvard Educational Review
Past Issues

2017

  1. Spring 2017
    Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability”
    A HARVARD EDUCATIONAL REVIEW FORUM
    H. SAMY ALIM, SUSAN BAGLIERI, GLORIA LADSON-BILLINGS, DAVID H. ROSE, DJANGO PARIS, and JOSEPH MICHAEL VALENTE
    Where Are All the Black Teachers?
    Discrimination in the Teacher Labor Market
    DIANA D’AMICO, ROBERT J. PAWLEWICZ, PENELOPE M. EARLEY, and ADAM P. MCGEEHAN
    Putting Race on the Table
    How Teachers Make Sense of the Role of Race in Their Practice
    AMANDA J. TAYLOR
    A Crime for a Crime?
    The Landscape of Correctional Education in the United States
    LYNETTE N. TANNIS
    Complex Sentences
    Searching for the Purpose of Education Inside a Massachusetts State Prison
    CLINT SMITH
    Critiquing Critical Pedagogies Inside the Prison Classroom
    A Dialogue Between Student and Teacher
    ERIN L. CASTRO and MICHAEL BRAWN
    The Problem Child
    Provocations Toward Dismantling the Carceral State
    ERICA R. MEINERS
    Harvard Educational Review’s Commitment to Justice and Equity at a Time of Political and Social Change
    From the Editors

    Spring

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  2. Summer 2017
    Beyond Mediocrity
    The Dialectics of Crisis in the Continuing Miseducation of Black Youth
    BRIAN D. LOZENSKI
    Reclaiming Adolescence
    A Roma Youth Perspective
    JACQUELINE BHABHA, ARLAN FULLER, MARGARETA MATACHE, JELENA VRANJEŠEVIĆ, MIRIAM C. CHERNOFF, BORIS SPASIĆ, AND JELENA IVANIS
    Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates’ Teaching of Mathematics for Conceptual Understanding
    AMANDA JANSEN, DAWN BERK, AND ERIN MEIKLE
    Strategic Coalitions Against Exclusion at the Intersection of Race and Disability—A Rejoinder
    KATHLEEN A. KING THORIUS AND FEDERICO R. WAITOLLER
    At the Nexus of Education and Incarceration
    Four Voices from the Field
    A SERIES OF INTERVIEWS WITH JODY BECKER, BARBARA L. CARR, GILLIAN R. KNAPP, AND LUIS GUSTAVO GIRALDO
    One of Them
    RYAN MICHAEL COULSON
    Beyond the Wall
    MICHAEL SATTERFIELD
    Editor’s Review
    LAUREN YOSHIZAWA

    Summer

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2016

  1. Spring 2016
    The Visible Hand
    Markets, Politics, and Regulation in Post-Katrina New Orleans
    HURIYA JABBAR
    (Re)Imagining Black Boyhood
    Toward a Critical Framework for Educational Research
    MICHAEL J. DUMAS and JOSEPH DERRICK NELSON
    “Hitting the Streets”
    Youth Street Involvement as Adaptive Well-Being
    TARA M. BROWN
    College Pride, Native Pride
    A Portrait of a Culturally Grounded Precollege Access Program for American Indian, Alaska Native, and Native Hawaiian Students
    ADRIENNE J. KEENE
    La unión hace la fuerza
    Community Organizing in Adult Education for Immigrants
    RUSSELL H. CARLOCK JR.
    Editor's Review
    CELIA J. GOMEZ
    Editor's Review
    YAN YANG

    Spring

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  2. Summer 2016
    Changing the Place of Teacher Education
    Feminism, Fear, and Pedagogical Paradoxes
    STEPHANIE JONES and HILARY E. HUGHES
    “Get an Education in Case He Leaves You”
    Consejos for Mexican American Women PhDs
    MICHELLE M. ESPINO
    Making Through the Lens of Culture and Power
    Toward Transformative Visions for Educational Equity
    SHIRIN VOSSOUGHI, PAULA K. HOOPER, and MEG ESCUDÉ
    The Formation of Community-Engaged Scholars
    A Collaborative Approach to Doctoral Training in Education Research
    MARK R. WARREN, SOOJIN OH PARK, and MARA CASEY TIEKEN
    The Dilemma of Care
    A Theory and Praxis of Citizenship-Based Care for China’s Rural Migrant Youth
    LISA YIU
    Editor's Review
    SHAUNA BROWN LEUNG

    Summer

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  3. Fall 2016
    Restorying the Self
    Bending Toward Textual Justice
    EBONY ELIZABETH THOMAS AND AMY STORNAIUOLO
    The Double Bind for Women
    Exploring the Gendered Nature of Turnaround Leadership in a Principal Preparation Program
    JENNIE MILES WEINER AND LAURA J. BURTON
    Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning
    Toward an Inclusive Pedagogy That Accounts for Dis/Ability
    FEDERICO R. WAITOLLER AND KATHLEEN A. KING THORIUS
    After the Gold Rush
    Questioning the “Gold Standard” and Reappraising the Status of Experiment and Randomized Controlled Trials in Education
    GARY THOMAS
    Social Red Bull
    Exploring Energy Relationships in a School District Leadership Team
    ALAN J. DALY, YI-HWA LIOU, AND CHRIS BROWN
    Editor's Review
    REBECCA BLAZAR LEBOWITZ

    Fall

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  4. Winter 2016
    Brown Bodies and Xenophobic Bullying in US Schools
    Critical Analysis and Strategies for Action
    MONISHA BAJAJ, AMEENA GHAFFAR-KUCHER, AND KARISHMA DESAI
    The Origins of Classroom Deliberation
    Education in the Shadow of Totalitarianism, 1938–1960
    THOMAS D. FALLACE
    Hip-Hop Citizens
    Arts-Based, Culturally Sustaining Civic Engagement Pedagogy
    PAUL J. KUTTNER
    Teaching Mathematics for Spatial Justice
    Beyond a Victory Narrative
    LAURIE H. RUBEL,MAREN HALL-WIECKERT, AND VIVIAN Y. LIM
    Grade Repetition and Primary School Dropout in Uganda
    SARAH KABAY

    Winter

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2015

  1. Spring 2015
    At the End of Intellectual Disability
    CHRISTOPHER KLIEWER, DOUGLAS BIKLEN, AND AMY J. PETERSEN
    Ethical and Professional Norms in Community-Based Research
    GERALD CAMPANO, MARÍA PAULA GHISO, AND BETHANY J. WELCH
    Toward a Political Economy of Mathematics Education
    HOUMAN HAROUNI
    Lead Policy and Academic Performance
    Insights from Massachusetts
    JESSICA WOLPAW REYES
    Education and the Production of Diasporic Citizens in El Salvador
    ANDREA DYRNESS AND ENRIQUE SEPÚLVEDA III

    Spring

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  2. Summer 2015
    Undoing Appropriateness
    Raciolinguistic Ideologies and Language Diversity in Education
    NELSON FLORES and JONATHAN ROSA
    Occupational Control in Education
    The Logic and Leverage of Epistemic Communities
    JOSHUA L. GLAZER and DONALD J. PEURACH
    Moral Injury and the Ethics of Educational Injustice
    MEIRA LEVINSON
    Geographies of Indigenous Leaders
    Landscapes and Mindscapes in the Pacific Northwest
    MICHAEL MARKER
    Doing and Teaching Disciplinary Literacy with Adolescent Learners
    A Social and Cultural Enterprise
    ELIZABETH BIRR MOJE
    Editor's Review of Choosing Homes, Choosing Schools
    Eve L. Ewing

    Summer

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  3. Fall 2015
    “Diles la verdad”
    Deportation Policies, Politicized Funds of Knowledge, and Schooling in Middle Childhood
    SARAH GALLO AND HOLLY LINK
    “My Student Was Apprehended by Immigration”
    A Civics Teacher’s Breach of Silence in a Mixed-Citizenship Classroom
    DAFNEY BLANCA DABACH
    The Art of Unlearning
    CLINT SMITH
    On the Grammar of Silence
    The Structure of My Undocumented Immigrant Writer’s Block
    ALBERTO LEDESMA
    Undocumented Undergraduates on College Campuses
    Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus
    CAROLA SUÁREZ-OROZCO, DALAL KATSIAFICAS, OLIVIA BIRCHALL, CYNTHIA M. ALCANTAR, EDWIN HERNANDEZ, YULIANA GARCIA, MINAS MICHIKYAN, JANET CERDA, ROBERT T. TERANISHI
    UC Berkeley’s Undocumented Student Program
    Holistic Strategies for Undocumented Student Equitable Success Across Higher Education
    RUBEN ELIAS CANEDO SANCHEZ AND MENG L. SO
    Undocumented Status and Schooling for Newcomer Teens
    ELAINE C. ALLARD
    Editor's Review
    STEPHANY CUEVAS
    Afterword
    Imagined Futures
    ROBERTO G. GONZALES
    Foreword
    Human Rights for Undocumented Students and Their Families
    MARY C. WATERS
    Editors' Introduction
    Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences
    Untangling Plyler’s Legacy
    Undocumented Students, Schools, and Citizenship
    ROBERTO G. GONZALES, LUISA L. HEREDIA, GENEVIEVE NEGRÓN-GONZALES
    The Unlikelihood of Family
    A Photographic Essay on Transnational Experiences
    CRISTINA LLERENA NAVARRO

    Fall

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  4. Winter 2015
    The Risks We Are Willing to Take
    Youth Civic Development in “Postwar” Guatemala
    MICHELLE J. BELLINO
    Cultural Capital and Transnational Parenting
    The Case of Ghanaian Migrants in the United States
    CATI COE AND SERAH SHANI
    Toward Disciplinary Literacy
    Dilemmas and Challenges in Designing History Curriculum to Support Middle School Students
    LESLIE DUHAYLONGSOD, CATHERINE E. SNOW, ROBERT L. SELMAN, AND M. SUZANNE DONOVAN
    The Shaping of Postcollege Colorblind Orientation Among Whites
    Residential Segregation and Campus Diversity Experiences
    UMA M. JAYAKUMAR
    Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities
    SHAUN R. HARPER

    Winter

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2014

  1. Spring 2014
    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

    Spring

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  2. Summer 2014
    In Here, Out There
    Professional Learning and the Process of School Improvement
    JAMES NOONAN
    How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying
    SILVIA DIAZGRANADOS FERRÁNS and ROBERT L. SELMAN
    Rewriting the Rules of Engagement
    Elaborating a Model of District-Community Collaboration
    ANN M. ISHIMARU
    Agency and Expanding Capabilities in Early Grade Classrooms
    What It Could Mean for Young Children
    JENNIFER KEYS ADAIR
    Revising the Declension Narrative
    Liberal Arts Colleges, Universities, and Honors Programs, 1870s–2010s
    BRUCE A. KIMBALL
    Editor's Review of The Learning Brain
    Memory and Brain Development in Children
    Laura A. Edwards

    Summer

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  3. Fall 2014
    Perceiving Learning Anew
    Social Interaction, Dignity, and Educational Rights
    MANUEL luis ESPINOZA AND SHIRIN VOSSOUGHI
    How Do You Say Twos in Spanish, If Two Is Dos?
    Language as Means and Object in a Bilingual Kindergarten Classroom
    NAOMI MULVIHILL
    Tacit Information Literacies in Beginning College Students
    Research Pedagogy in Geography
    NICHOLAS BAUCH AND CHRISTINA SHELDON
    Symposium
    Thinking and Learning
    The Challenge of Holistic Student Support
    Investigating Urban Adolescents’ Constructions of Support in the Context of School
    GRETCHEN BRION-MEISELS
    To Charter or Not to Charter
    What Questions Should We Ask, and What Will the Answers Tell Us?
    HARRY BRIGHOUSE AND GINA SCHOUTEN
    The Author Has the Last Word
    Buddy Editing in a First-Grade Classroom
    JESSIE L. AUGER

    Fall

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  4. Winter 2014
    Toward a Relational Perspective on Young Black and Latino Males
    The Contextual Patterns of Disclosure as Coping
    David J. Knight
    The Kinesiology of Race
    MYOSHA McAFEE
    The Maker Movement in Education
    ERICA ROSENFELD HALVERSON and KIMBERLY M. SHERIDAN
    Learning in the Making
    A Comparative Case Study of Three Makerspaces
    KIMBERLY M. SHERIDAN, ERICA ROSENFELD HALVERSON, BREANNE K. LITTS, LISA BRAHMS, LYNETTE JACOBS-PRIEBE, and TREVOR OWENS
    Electronic Textiles as Disruptive Designs
    Supporting and Challenging Maker Activities in Schools
    YASMIN B. KAFAI, DEBORAH A. FIELDS, AND KRISTIN A. SEARLE
    Symposium
    The Maker Movement in Education: Designing, Creating, and Learning Across Contexts

    Winter

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2013

  1. Spring 2013
    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    STEVE SEIDEL
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    JENNIFER S. GROFF
    The Cream Does Not Always Rise
    The Plight of Visual-Spatial Learners and the Power of Art Education
    MICHELE K. SOMMER
    Art Means a Lot
    VICTOR B. ALMANZAR
    Expanding the Vision of Self
    Why the Arts Matter
    LINDA F. NATHAN
    Drama in the Dale
    Transformation Through Community Drama
    JULIE WARD, HELEN FRANCES MILLS, ALAN ANDERSON
    Drama in Education to Shape the Critical Capacities of Young People
    SEAN ABBS
    Art and Its Tantalizing Effects
    KELLY HUYNH
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    SIMON HAYHOE
    Becoming Julia
    AZALEA ROSARIO
    Simple Minds
    JOHN KELLEHER
    Art a Waste of Time?
    THEODORE P. WHITE
    Learning to Dance
    NICOLE KELLER
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Teaching Beyond and In Between
    Reframing a Flourishing Future for Arts Learning in Schools Through Isotonic Instruction
    ERIC BOOTH
    The Role of Music in Education
    Forming Cultural Identity and Making Cross-Cultural Connections
    LOUISE M. PASCALE
    Lay Tarmac and Hit Playback
    LINDA SANKAT
    Ka ulana ‘ana i ka piko (In Weaving You Begin at the Center)
    Perspectives from a Culturally Specific Approach to Art Education
    Marit Dewhurst, et. al
    From Art as Stained Glass to Art as Mirror
    Addressing a Holistic View of Education
    KOJI MATSUNOBU
    Learning by Heart
    Intergenerational Theater Arts
    MARSHA GILDIN, ROSE O. BINDER, IRVING CHIPKIN, VERA FOGELMAN, BILLIE GOLDSTEIN, and ALBERT LIPPEL
    We’re Still Here
    Community-Based Art, the Scene of Education, and the Formation of Scene
    CHARLES KIM and NOBUKO MIYAMOTO
    La Despedida
    SCOTT RUESCHER
    Graphica
    Comics Arts-Based Educational Research
    STEPHANIE JONES AND JAMES F. WOGLOM
    Speak Out. Act Up. Move Forward. Disobedience-Based Arts Education
    ALISON KOTIN, STELLA AGUIRRE McGREGOR, DeANNA PELLECCHIA, INGRID SCHATZ, AND SHAW PONG LIU
    Guerrilla Art Action
    Taking It to the Street with Teenage Students
    STEVEN CIAMPAGLIA
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    RUBEN A. GAZTAMBIDE-FERNANDEZ
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education
    MAXINE GREENE
    Arts Resources for Educators
    Compiled by Lauren M. Jobson-Ahmed, Nicholas Monzi, and Sara Straubel

    Spring

    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose

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  2. Summer 2013
    Leaving the Space Better Than You Found It Through Song
    Music, Diversity, and Mission in One Black Student Organization
    SHERRY L. DECKMAN
    A Gifted Education
    GRAHAM OLIVER
    The Importance of Still Teaching the iGeneration
    New Technologies and the Centrality of Pedagogy
    THOMAS M. PHILIP and ANTERO D. GARCIA
    For Colored Kids Who Committed Suicide, Our Outrage Isn’t Enough
    Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety
    Eric Darnell Pritchard
    Symposium: Teacher Effectiveness
    The Role of Context
    Rethinking Teacher Evaluation
    A Conversation about Statistical Inferences and Value-Added Models
    KIMBERLEE CALLISTER EVERSON, ERIKA FEINAUER, and RICHARD R. SUDWEEKS
    Learning from Teacher Observations
    Challenges and Opportunities Posed by New Teacher Evaluation Systems
    Heather C. Hill and Pam Grossman
    Editor’s Review

    Summer

    Learning from Teacher Observations
    Heather C. Hill and Pam Grossman

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  3. Fall 2013
    After Fisher v. University of Texas
    Implications for Education Research, Theory, and Practice
    From the Editors
    McIntosh as Synecdoche
    How Teacher Education’s Focus on White Privilege Undermines Antiracism
    Timothy J. Lensmire, Shannon K. McManimon, Jessica Dockter Tierney, Mary E. Lee-Nichols, Zachary A. Casey, Audrey Lensmire, and Bryan M. Davis
    Democracy under Fire
    Voter Confusion and Influences in Colorado’s Anti–Affirmative Action Initiative
    Amy N. Farley, Matthew N. Gaertner, and Michele S. Moses
    From Bureaucracy to Profession
    Remaking the Educational Sector for the Twenty-First Century
    Jal Mehta
    Dirt on My Record
    Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class
    Na’ilah Suad Nasir, kihana miraya ross, Maxine McKinney de Royston, Jarvis Givens, and Jalessa N. Bryant
    Responding to “Why the Arts Don’t Do Anything Toward a New Vision for Cultural Production in Education”
    John Abodeely, Ken Cole, Janna Graham, Ayanna N. Hudson, and Carmen Mörsch

    Fall

    McIntosh as Synecdoche
    Timothy J. Lensmire, Shannon K. McManimon, Jessica Dockter Tierney, Mary E. Lee-Nichols, Zachary A. Casey, Audrey Lensmire, and Bryan M. Davis

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  4. Winter 2013
    Educational Gerrymandering?
    Race and Attendance Boundaries in a Demographically Changing Suburb
    Genevieve Siegel-Hawley
    Pathways to College for Young Black Scholars
    A Community Cultural Wealth Perspective
    Uma M. Jayakumar, Rican Vue, Walter R. Allen
    “Who would they talk about if we weren’t here?”
    Muslim Youth, Liberal Schooling, and the Politics of Concern
    Reva Jaffe-Walter
    Thinking Otherwise About the Arts in Education—A Rejoinder
    Rubén A. Gaztambide-Fernández
    Editor’s Review of Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America
    shaun m. dougherty

    Winter

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2012

  1. Spring 2012
    “A Few of the Brightest, Cleanest Mexican Children”
    School Segregation as a Form of Mundane Racism in Oxnard, California, 1900–1940
    David G. García, Tara J. Yosso, and Frank P. Barajas
    Changing Our Landscape of Inquiry for a New Science of Education
    Gary Thomas
    Institutional Racist Melancholia
    A Structural Understanding of Grief and Power in Schooling
    Sabina Vaught
    Symposium: By What Measure?
    Mapping and Expanding the Teacher Effectiveness Debate
    Contextual Influences on Inquiries into Effective Teaching and Their Implications for Improving Student Learning
    Anthony Bryk, Heather Harding, and Sharon Greenberg
    Having It Both Ways
    Building the Capacity of Individual Teachers and Their Schools
    Susan Moore Johnson
    Refocusing the Debate
    Assessing the Purposes and Tools of Teacher Evaluation
    John Papay
    A Collaborative Effort
    Peer Review and the History of Teacher Evaluations in Montgomery County, Maryland
    Jeremy P. Sullivan
    “We Are the Ones in the Classrooms—Ask Us!”
    Student Voice in Teacher Evaluations
    Boston Student Advisory Council

    Spring

    Contextual Influences on Inquiries into Effective Teaching and Their Implications for Improving Student Learning
    Anthony Bryk, Heather Harding, and Sharon Greenberg

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  2. Summer 2012
    Critical Bifocality and Circuits of Privilege
    Expanding Critical Ethnographic Theory and Design
    Lois Weis and Michelle Fine
    Legally White, Socially “Mexican”
    The Politics of De Jure and De Facto School Segregation in the American Southwest
    Rubén Donato and Jarrod S. Hanson
    Responding to Racism and Racial Trauma in Doctoral Study
    An Inventory for Coping and Mediating Relationships
    Kimberly A. Truong and Samuel D. Museus
    Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians
    The Impact of Family, School, and Peer Contexts
    Janet T. Awokoya
    Call and Responsibility
    Critical Questions for Youth Spoken Word Poetry
    Susan Weinstein and Anna West
    Editor’s Review of The Prep School Negro
    Raygine Diaquoi
    Editor’s Review of Strategic Management of Human Capital in Education
    Candice Bocala

    Summer

    Critical Bifocality and Circuits of Privilege
    Lois Weis and Michelle Fine

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  3. Fall 2012
    Youth and Citizenship in the Digital Age
    A View from Egypt
    Linda Herrera
    Coming Home
    Hermanos Académicos Reflect on Past and Present Realities as Professors at Their Alma Mater
    Richard J. Reddick and Victor B. Sáenz
    Designing Indigenous Language Revitalization
    Mary Hermes, Megan Bang, and Ananda Marin
    The Illusion of Inclusion
    A Critical Race Theory Textual Analysis of Race and Standards
    Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown
    Editor’s Review of Literacy and Mothering and Developing Destinies
    Julia M. Hayden

    Fall

    Youth and Citizenship in the Digital Age
    Linda Herrera

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  4. Winter 2012
    Rules of the Culture and Personal Needs
    Witnesses’ Decision-Making Processes to Deal with Situations of Bullying in Middle School
    Silvia Diazgranados Ferráns, Robert L. Selman, and Luba Falk Feigenberg
    Transforming Teaching and Learning Through Social Movement in Mexican Public Middle Schools
    Santiago Rincón-Gallardo and Richard F. Elmore
    “Coming into Presence” as Mentally Ill in Academia
    A New Logic of Emancipation
    Rochelle Skogen
    Symposium: Chicana Feminist Epistemology: 
Past, Present, and Future
    Introduction
    A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later
    Dolores Calderón, Lindsay Pérez Huber, María C. Malagón, and Verónica Nelly Vélez
    Thriving in Our Identity and in the Academy
    Latina Epistemology as a Core Resource
    Milagros Castillo-Montoya and María Torres-Guzmán

    Winter

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2011

  1. Spring 2011
    Becoming Something Different
    Learning from Esmé
    Colleen M. Fairbanks, Penny Mason Crooks, Mary Ariail
    “It’s Going to Stop in This Generation”
    Women with a History of Child Abuse Resolving to Raise Their Children Without Abuse
    Sioux Hall
    What Does Injustice Have to Do with Me?
    A Pedagogy of the Privileged
    David Nurenberg
    Beyond Delinquent Citizenships
    Immigrant Youth’s (Re)Visions of Citizenship and Belonging in a Globalized World
    Anne Ríos-Rojas
    "Doing Right By"
    Teacher Aides, Students with Disabilities, and Relational Social Justice
    Gill Rutherford
    Rebooting the EdD
    Jon F. Wergin
    Editor’s Review of The Best of the Best and Creating a Class
    Sherry L. Deckman
    In Memory of Margaret Kotte O'Hara

    Spring

    “It’s Going to Stop in This Generation”
    Sioux Hall

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  2. Summer 2011
    Symposium: Unraveling the Double Bind
    Women of Color in STEM
    Editors of the Harvard Educational Review
    The Double Bind
    The Next Generation
    Lindsey E. Malcom and Shirley M. Malcom
    Inside the Double Bind
    A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics
    Maria Ong, Carol Wright, Lorelle L. Espinosa, and Gary Orfield
    Pipelines and Pathways
    Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
    Lorelle L. Espinosa
    Unique Challenges for Women of Color in STEM Transferring from Community Colleges to Universities
    Marie-Elena Reyes
    Symposium: Learning After Disaster
    Voices from Haiti and New Orleans
    Editors of the Harvard Educational Review
    Rebuilding a Country, Cultivating Local Capacity
    Interview with Fabienne Doucet and Louis Herns Marcelin
    Raygine DiAquoi
    Diasporic Lakou
    A Haitian Academic Explores Her Path to Haiti Pre- and Post-Earthquake
    Charlene Désir
    Race, Charter Schools, and Conscious Capitalism
    On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans)
    Kristen L. Buras
    “There Is a Lot That I Want to Do”
    Reflections on the Relief Efforts in Haiti
    Raygine DiAquoi
    Who Dat Say (We) “Too Depraved to Be Saved”?
    Remembering Katrina/Haiti (and Beyond): Critical Studyin’ for Human Freedom
    Joyce King
    Editor’s Review of Handbook of Adolescent Literacy Research

    Summer

    The Double Bind
    Lindsey E. Malcom and Shirley M. Malcom

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  3. Fall 2011
    Immigration, Youth, and Education
    Editors’ Introduction
    Soojin S. Oh and North Cooc
    The Power of Context
    State-Level Policies and Politics and the Educational Performance of the Children of Immigrants in the United States
    Alexandra Filindra, David Blanding, and Cynthia Garcia Coll
    Growing Up in the Shadows
    The Developmental Implications of Unauthorized Status
    Carola Suárez-Orozco, Hirokazu Yoshikawa, Robert T. Teranishi, and Marcelo M. Suárez-Orozco
    Youth Voices: Three Questions
    KRIZTYAN ALBERTO MORENO, Esperanza Community Collegial Academy, Phoenix, Arizona
    “Because We Feel the Pressure and We Also Feel the Support”
    Examining the Educational Success of Undocumented Immigrant Latina/o Students
    LAURA E. ENRIQUEZ
    Things I’ll Never Say
    Stories of Growing Up Undocumented in the United States
    INGRID HERNANDEZ, FERMÍN MENDOZA, MARIO LIO, JIRAYUT LATTHI, and CATHERINE EUSEBIO Educators for Fair Consideration
    Undocumented to Hyperdocumented
    A Jornada of Protection, Papers, and PhD Status
    AURORA CHANG
    Whose Deficit Is This Anyhow?
    Exploring Counter-Stories of Somali Bantu Refugees’ Experiences in “Doing School”
    LAURA A. ROY and KEVIN C. ROXAS
    Youth Voices: My Great Migration from Sierra Leone
    Anonymous, International High School at Prospect Heights, Brooklyn, New York
    Youth Voices: Life, Liberty, and Justice for All
    VANESSA VALLEJOS, San Gabriel, California
    Toward a Pedagogy of Acompañamiento
    Mexican Migrant Youth Writing from the Underside of Modernity
    ENRIQUE SEPÚLVEDA III
    Youth Voices: Alien in an Unknown World
    M. GUTIERREZ
    Youth Voices: My Canción
    ALMA HERRERA-PAZMIÑO, 11th Grade, City Arts and Technology High School, San Francisco, California
    Elementary Forms of Cosmopolitanism
    Blood, Birth, and Bodies in Immigrant New York City
    Maria Kromidas
    Youth Voices: Foreigner
    CARRIE HUANG, 11th Grade, Alameda Science and Technology Institute, Alameda, California
    Youth Voices: I Have a Voice!
    MEI-HUA LI, 12th Grade, John D. O’Bryant School of Mathematics and Science,Boston, Massachusetts

    Fall

    Growing Up in the Shadows
    Carola Suárez-Orozco, Hirokazu Yoshikawa, Robert T. Teranishi, and Marcelo M. Suárez-Orozco

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  4. Winter 2011
    Children’s Need to Know
    Curiosity 
in Schools
    Susan Engel
    The Work Children Do
    Unpacking Gendered Conflict in an Elementary Classroom
    Hana Kawai and Emily Taylor
    An Important Part of Me
    A Dialogue About Difference
    Sofia Lico and Wendy Luttrell
    Acquiring Double Images
    White Preservice Teachers Locating Themselves in a Raced World
    Barbara Seidl and Stephen Hancock
    Writing to Read
    A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
    Steve Graham and Michael Hebert
    Voices Inside Schools
    Getting to Know Derek
    Vivian Gussin Paley
    Editor’s Review
    Gretchen Brion-Meisels
    Editor’s Review
    Carla Shalaby
    In Memory of Kolajo Paul Afolabi

    Winter

    Children’s Need to Know
    Susan Engel

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2010

  1. Spring 2010
    Symposium
    Black Women on Education: Complicating Identity and Negotiating Kinship
    Passin’ for Black
    Race, Identity, and Bone Memory in Postracial America
    Signithia Fordham
    From Candy Girls to Cyber Sista-Cipher
    Narrating Black Females’ Color-Consciousness and Counterstories in and out of School
    Carmen Kynard
    Postrace
    Every Good-bye Ain’t Gone
    Iris Carter Ford
    Branching Out and Coming Back Together
    Exploring the Undergraduate Experiences of Young Black Women: A Conversation with Victoria James, Imani Marrero, and Darleen Underwood
    Chantal Francois
    Teaching That Breaks Your Heart
    Reflections on the Soul Wounds of a First-Year Latina Teacher
    Juan F. Carrillo
    Toward a Sexual Ethics Curriculum
    Bringing Philosophy and Society to Bear on Individual Development
    Sharon Lamb
    Unfair Treatment?
    The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning
    Maria Veronica Santelices and Mark Wilson

    Spring

    Unfair Treatment?
    Maria Veronica Santelices and Mark Wilson

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  2. Summer 2010
    Scholarship Girls Aren’t the Only Chicanas Who Go to College
    Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
    Maria C. Malagon and Crystal R. Alvarez
    The Role of Subjective Motivation in Girls’ Secondary Schooling
    The Case of Avoidance of Abuse in Belize
    Eileen Anderson-Fye
    Rethinking Education and Emancipation
    Being, Teaching, and Power
    Noah De Lissovoy
    Representing Family
    Community Funds of Knowledge, Bilingualism, and Multimodality
    Elizabeth Marshall and Kelleen Toohey
    “The Beauty of America”
    Nationalism, Education, and the War on Terror
    Thea Renda Abu El-Haj
    Editor's Review: Belonging: A Culture of Place
    Mara Casey Tieken

    Summer

    Scholarship Girls Aren’t the Only Chicanas Who Go to College
    Maria C. Malagon and Crystal R. Alvarez

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  3. Fall 2010
    From Forced Tolerance to Forced Busing
    Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
    Zoë Burkholder
    More Like Jazz Than Classical
    Reciprocal Interactions Among Educational Researchers and Respondents
    L. Janelle Dance, Rochelle Gutiérrez, Mary Hermes
    "No Backpacks" versus "Drugs and Murder"
    The Promise and Complexity of Youth Civic Action
    Beth C. Rubin, Brian F. Hayes
    When Boys Won't Be Boys
    Discussing Gender with Young Children
    Hannah Katch, Jane Katch
    Editor's Introduction: Bias in the SAT?
    Continuing the Debate
    HER Editorial Board
    On Replicating Ethnic Test Bias Effects
    The Santelices and Wilson Study
    Roy O. Freedle
    Misrepresentations in Unfair Treatment by Santelices and Wilson
    Neil J. Dorans
    Responding to Claims of Misrepresentation
    Maria Veronica Santelices, Mark Wilson
    Editor's Review of Qualitative Educational Research and Researching Social Change
    Elizabeth Blair

    Fall

    Editor's Introduction: Bias in the SAT?
    HER Editorial Board

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  4. Winter 2010
    A Celebratory Pause—The 80th Anniversary of the Harvard Educational Review
    Legacy and Vision
    HER Editorial Board 2010–2011
    Learning to Laugh
    A Portrait of Risk and Resilience in Early Childhood
    Travis Wright
    White Institutional Presence
    The Impact of Whiteness on Campus Climate
    Diane Lynn Gusa
    Unseen Workers in the Academic Factory
    Perceptions of Neoracism Among International Postdocs in the United States and the United Kingdom
    Brendan Cantwell and Jenny J. Lee
    “Education Is All About Opportunities, Isn’t It?”
    A Biographical Perspective on Learning and Teaching English in Sri Lanka
    David Hayes
    Embedded, Emboldened, and (Net)Working for Change
    Support-Seeking and Teacher Agency in Urban, High-Needs Schools
    Lauren Anderson
    Editor’s Review of Manga High and Harlem on Our Minds
    Christina L. Dobbs

    Winter

    A Celebratory Pause—The 80th Anniversary of the Harvard Educational Review
    HER Editorial Board 2010–2011

    Learning to Laugh
    Travis Wright

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