Harvard Educational Review
  1. Winter 2010 Issue »

    A Celebratory Pause—The 80th Anniversary of the Harvard Educational Review

    Legacy and Vision

    HER Editorial Board 2010–2011
    HER 80On three squeaky wooden bookshelves mounted against the back wall of our editorial office, fading multicolored journal issue covers reveal the rich history of the Harvard Educational Review (HER). Since its birth in 1930, HER has documented and discussed educational issues facing the nation and the world. From the Great Depression and the signing of the New Deal through World War II and the GI Bill to the founding of the United Nations and the end of the Cold War, HER authors have been writing about educational issues of serious consequence. Their many and varied voices have resonated with readers during the Brown v. Board of Education decision, at the implementation of the Elementary and Secondary Education Act and Head Start, on the tearing down of the Berlin Wall, with the end of apartheid in South Africa, and at the overturning of Proposition 187 in California. Their published works have all contributed to advancing theories and discussion about learning and teaching, language and literacy, racism and social justice, bilingual education and gifted programs, school reform, and standardized testing. Many original works on multiculturalism, ableism, and critical pedagogy that were born on these pages continue to challenge and shape current thinking around education.

    So, on this, our eightieth anniversary, we commemorate the significant contributions of our authors and editors and celebrate the journal’s vitality—the life and presence of HER that has thrived under the leadership and participation of diverse communities of scholars. We acknowledge the journal’s achievements and short-comings, foresight and shortsightedness, and remind ourselves and our readers that scholarship, in its pursuit of excellence, is not a feat of impeccability, but a persistent quest to create and preserve a vigorous and open forum for intellectual reciprocity and openness for all people, in the advancement of humanity.

    In its mission to provide an accessible space in which to engage its readership, HER has made a unique contribution to the field of education by generating inter-textual conversations among established pedagogues and emerging scholars working across many disciplinary traditions. In order to enrich our collective understanding of the role and definition of education, this generalist outlook includes un-conventional voices and divergent perspectives and calls on the often-dismissed expertise of children, youth, families, and communities. In so doing, HER has not only introduced the works of some of the most influential educators of our times—John Dewey, Patricia Graham, B. F. Skinner, Lisa Delpit, Noam Chomsky, Ted Sizer, Signithia Fordham, Jerome Bruner, Sonia Nieto, Charles Payne, Jonathan Kozol, Ellen Lagemann, Concha Delgado Gaitan, and Erik Erikson—but also been a forum for the insights of Emanuel Johnson, a second grader in Brooklyn who reflected on the meaning of Obama’s presidency on his own educational aspirations, and the wisdom of Vivian Gussin Paley, a preschool teacher in Chicago who synthesized her forty years of observations on children’s imaginative play.

    Alongside the provocative arguments of critical theorists Paulo Freire and Henry Giroux and the personal writings of Marian Wright Edelman and Edward “Ted” Kennedy, readers have also encountered the compelling words of Arlette Ingram Willis, an African American mother and teacher-educator who examined schools’ unintentional disregard for the cultural and linguistic knowledge of her son, and of Josephine Kim, a Korean American mental health counselor who reframed our notion of cross-cultural counseling for Asian American students in light of the Virginia Tech tragedy. And interspersed among the writings of Gloria Ladson-Billings and Linda Darling-Hammond on educational equity are captivating narratives, such as that of the Jimenez family, five Mexican American siblings whose collective persistence in higher education offers important implications for policy and practice.

    While HER has not always led the revolution in thinking about education, in our work as editors to bridge the often disconnected and isolated enterprises of the education field, we have observed that diversity enhances rigor and have found that creative breakthroughs occur when new voices have space to chime in. This orchestration of divergent voices is a reflection of the editorial board itself, which represents a broad range of scholarly interests, professional experiences, epistemological frames, and disciplinary approaches. As a collective, we are committed to intellectual rigor through collaborative and critical editorial work, a process by which we come to understand and evaluate each manuscript for its vision, relevance, and contribution. Through conversation and inquiry, we work to honor the voices of all our authors and the needs of our readers. We are at once humbled by our mission, inspired by what we publish, and challenged by the diversity of ideas that emerge from the manuscripts in front of us.

    So it is in this spirit of commemoration and celebration that we thank our authors and readers and call upon them to continue striving with us to create a better world through education. HER, as it has for the past 80 years, looks forward to generating new ideas and practices in education and invoking a spirit of intellectual vigor and unremitting hope.

    Editorial Board 2010–2011

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    Winter 2010 Issue


    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

    Book Notes

    Waiting for “Superman”
    Davis Guggenheim (Director)

    Saving Schools
    Paul E. Peterson

    Call 1-800-513-0763 to order this issue.