Harvard Educational Review
  1. 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

    More in this Issue »

     
  2. Feature Article

    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
     
     
    1. Harvard Educational Review Reprints

      Recent Releases:

      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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      Education and War

      Edited by Elizabeth E. Blair, Rebecca B. Miller, and Mara Casey Tieken

      This timely book examines the complex and varied relations between educational institutions and societies at war. Drawn from the pages of the Harvard Educational Review, the essays provide multiple perspectives on how educational institutions support and oppose wartime efforts

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      Indigenous Knowledge and Education
      Sites of Struggle, Strength, and Survivance

      Edited by Malia Villegas, Sabina Rak Neugebauer, and Kerry R. Venegas

      This book brings together essays that explore Indigenous ways of knowing and that consider how such knowledge can inform educational practices and institutions.

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      From Our Archives

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      Roy O. Freedle
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  3. 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.

    The Harvard Educational Review is now accepting STORIES FROM CHILDREN, YOUTH, AND ADULT ARTS LEARNERS for its upcoming special issue “Expanding Our Vision for the Arts in Education.” Learn more.

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