Harvard Educational Review
  1. Summer 2019 Issue »

    Dangerous Moments

    The high-poverty urban school building is a prime environment for racial misunderstanding between teenagers and adults: most teachers are white and middle class, while most students are nonwhite and live near the poverty line. In this reflective essay, Jay Wamsted, a white teacher, examines the complicated nature of a teacher-student relationship in one such school. He uses a story of a hallway incident as a frame for examining his time spent teaching a young, black male student, and in doing so he demonstrates both successes and missteps, providing a window into the various interpersonal challenges facing the teacher in the high-poverty urban school.

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    Jay Wamsted teaches mathematics at Benjamin E. Mays High School in southwest Atlanta. His work has been featured in various journals and magazines, including Mathematics Teacher, Qualitative Inquiry, Sojourners, and Under the Sun. He writes primarily about race and racialization, with a focus on white teachers in predominantly black environments. Currently he is working on a book about the failed desegregation of Atlanta’s public schools.
  2. Summer 2019 Issue


    “Los Músicos”
    Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth

    Book Notes

    Land-Grant Universities for the Future
    Stephen M. Gavazzi and E. Gordon Gee

    Classroom Cultures
    Michelle G. Knight-Manuel and Joanne E. Marciano

    Ghosts in the Schoolyard
    Eve L. Ewing

    Data and Teaching
    Joseph P. McDonald, Nora M. Isacoff, and Dana Karin

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