Harvard Educational Review
  1. Spring 2009
    Indigenous Knowledges and the Story of the Bean
    Bryan McKinley Jones Brayboy and Emma Maughan
    Latino Students’ Transitions to College
    A Social and Intercultural Capital Perspective
    Anne-Marie Nuñez
    Identity Development and Mentoring in Doctoral Education
    Leigh A. Hall and Leslie D. Burns
    Symposium: Education and Violent Political Conflict
    Introduction
    Symposium: Identity versus Peace
    Identity Wins
    Zvi Bekerman
    Symposium: Citizenship Competencies in the Midst of a Violent Political Conflict
    The Colombian Educational Response
    Enrique Chaux
    Symposium: War News Radio
    Conflict Education through Student Journalism
    Emily Hager
    Symposium: The Other Side of the Story
    Israeli and Palestinian Teachers Write a History Textbook Together
    Shoshana Steinberg and Dan Bar-On
    Symposium: Curriculum and Civil Society in Afghanistan
    Adele Jones
    Symposium: Educational Reconstruction “By the Dawn’s Early Light”
    Violent Political Conflict and American Overseas Education Reform
    Noah W. Sobe
    Symposium: The Social (and Economic) Implications of Being an Educated Woman in Iran
    Mitra Shavarini
    Symposium: Interview with Jacques Bwira Hope Primary School Kampala, Uganda
    The Editors

  2. Book Notes

    So Much Reform, So Little Change
    by Charles M. Payne

    Corridor Cultures
    by Maryann Dickar

    In a Reading State of Mind
    by Douglas Fisher, Nancy Frey, and Diane Lapp