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Spring 2012

In this Issue:

“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

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Feature Article

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

In this article, Kristen L. Buras examines educational policy formation in New Orleans and the racial, economic, and spatial dynamics shaping the city’s reconstruction since 2005. More specifically, Buras draws on the critical theories of whiteness as property, accumulation by dispossession, and urban space economy to describe the strategic assault on black communities by education entrepreneurs. Continue
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The Harvard Educational Review (print ISSN 0017-8055, online ISSN 1943-5045) is a scholarly journal of opinion and research in education. It provides an interdisciplinary forum for discussion and debate about the field's most vital issues.

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