Harvard Educational Review
  1. Editorial Board

    2021-2022 Harvard Educational Review Editorial Board Members

    Alysha Banerji
    Development Editor, 2021-2022
    Editor, 2020-2022
    Alysha Banerji is a fourth-year PhD student in the Culture, Institutions and Society concentration at Harvard Graduate School of Education (HGSE). She is also an Ethics Pedagogy Fellow at the Edmond J. Safra Center for Ethics. Her research focuses on the ethics of immigration and civic education for global citizenship. Before coming to Harvard, Alysha worked in college access in the US; and managed the national expansion of the India School Leadership Institute, an organization that provides leadership training for principals of public and low-income private schools across India. Most recently, she worked as an Assistant Education Specialist at UNESCO Santiago, Chile, supporting the implementation of the Education 2030 Agenda in the Latin America and Caribbean region. Alysha holds a BA in Philosophy from Hamilton College, and an MSEd in International Education Development from the University of Pennsylvania. 
     
    Megan L. Bogia
    Editor, 2021-2023
    Megan L. Bogia is a third-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research focuses on the role of higher education in a democracy. Her work combines political philosophy and qualitative case studies to develop normative theory that is responsive to practical postsecondary dilemmas. Prior to her doctoral studies, Megan served as an IRB board administrator. She also coordinated their research ethics training program at the University of Pennsylvania, designing and teaching classes for researchers across campus. She additionally assisted the Creative Resilience Collective’s research initiative, analyzing data from providers all over the city in order to identify barriers to mental healthcare in Philadelphia. Megan holds an MSEd. in Higher Education from the University of Pennsylvania Graduate School of Education and a BA with honors in Government from Dartmouth College.
     
    Abhinav Ghosh
    Editor, 2021-2023
    Abhinav Ghosh is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Currently focused on mathematics education, his research examines the social and cultural construction of contemporary educational practices - which often mask problematic histories of exclusion and oppression. Previously, he was a middle-school mathematics teacher and a curriculum consultant in India. Abhinav holds an MS in Curriculum and Instruction from the University of Wisconsin - Madison and a BE in Electronics Engineering from the University of Delhi.
     
    Anna L. Kirby
    Development Editor, 2021-2022
    Editor, 2020-2022
    Anna L. Kirby is a third-year PhD student at the Harvard Graduate School of Education, concentrating in Human Development, Learning and Teaching. She uses mixed methods and participatory research to explore children's critical sociopolitical development in the context of adult-child relationships. Anna is also the Family Curriculum Design Lead with Harvard's Graduate Commons Program, where she works to design and organize educational and social programming for families living in Harvard University Housing. She holds a BA in psychology and music performance from Williams College. Anna L. Kirby is Development editor for 2021-2022.
     
    Alyssa Napier
    Co-Chair, 2021-2022
    Editor, 2020-2022
    Email: HER_community@gse.harvard.edu
    Alyssa Napier is a fourth-year PhD student at the Harvard Graduate School of Education in the Culture, Institutions, and Society concentration. Using a combination of archival work and oral history, her research focuses on Black educational movement in 1960s Boston. Before coming to Harvard, she worked as an online course developer for the MIT Teaching Systems Lab (TSL) and the MIT Scheller Teacher Education Program/The Education Arcade Lab, where she helped to develop MOOCs for educators on topics such as school change and design thinking. Alyssa graduated from MIT with a BS in Chemistry. Alyssa Napier is Co-Chairperson for 2021-2022.
     
    Tara P. Nicola
    Content Editor (Manuscripts), 2021-2022
    Editor, 2020-2022
    Email: HER_manuscripts@gse.harvard.edu
    Tara P. Nicola is a fifth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education (HGSE). Her mixed-methods research focuses on issues concerning access, choice, and equity in higher education, especially in relation to the college admission process. Prior to studying at Harvard, Tara was a Research Associate at the National Association for College Admission Counseling. She worked in various capacities on projects ranging from the impact of school counselors on students’ college-going behaviors and the prevalence of state-mandated individualized learning plans, to best practices in supporting the transition of international students into the US postsecondary education sector. Tara holds an EdM in Education Policy and Management from the HGSE, a MSc in Higher Education with Distinction from the University of Oxford, and a BA in English from Johns Hopkins University. Tara P. Nicola is Content-Manuscripts editor for 2021-2022.
     
    Abigail Orrick
    Co-Chair, 2021-2022
    Editor, 2020-2022
    Email: HER_community@gse.harvard.edu
    Abigail Orrick is a third-year PhD student at the Harvard Graduate School of Education in the Culture, Institutions, and Society concentration. Her research draws from political and organizational sociology to explore how individuals and communities navigate uncertainty and change in policy reforms. At Harvard, she currently collaborates on research exploring how teachers in urban charter schools balance political beliefs and professional identities. Prior to her doctoral studies, Abigail worked as a guidance counselor and youth worker, creating civic engagement, service learning, and restorative justice curriculums for teenagers. She holds a BA in Public Policy and a Master of Public Policy from the University of Michigan. Abigail Orrick is Co-Chairperson for 2021-2022.
     
    Santiago Pulido-Gomez
    Editor, 2021-2023
    Santiago Pulido-Gomez is a second-year doctoral student concentrating in Culture, Institutions, and Society. His research focuses on understanding how organizational culture in schools shapes the ways in which teachers learn and develop. In particular, Santiago’s research uses an organizational lens to explore the elements of the school environment that foster or hinder teachers’ development. Previously, Santiago was a research fellow for the Bloomberg Harvard City Leadership Initiative, and he served as a policy analyst for different Ministries in Colombia. Santiago holds an MPP from the Harvard Kennedy School of Government, and an MSc. and a BS in Economics from Universidad de Los Andes in Colombia. 
     
    Swati Puri
    Editor, 2021-2023
    Swati Puri is a fourth-year PhD student in the Culture, Institutions and Society concentration. She studies the educational practices of upper-class and elite groups in India, with the intent of understanding how youth co-construct and internalize social status identifications. Prior to doctoral studies, Swati worked for eight years across nonprofit, international development, and research organizations in India. She holds a BA and MA in Economics from the University of Delhi and an EdM from the Harvard Graduate School of Education.
     
    Mekka A. Smith
    Editor, 2021-2023
    Mekka A. Smith is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. She is passionate about building ideal conditions for educators through adaptive change work, strategic planning, creating organizational efficiencies, and leadership development. Mekka also creates and facilitates diversity, equity, and inclusion initiatives for educators, staff, and board members. She is interested in exploring district and state level actors and politics of education policy implementation. Prior to her doctoral studies, Mekka worked as a chief of staff at KIPP Massachusetts, a teacher coach at Teach For America-Massachusetts, and an elementary teacher in Miami-Dade County Public Schools. Mekka holds an EdM in Education Policy and Management from the Harvard Graduate School of Education and a BA in Spanish and Psychology from Amherst College.
     
    Eric Torres
    Content Editor (Invitations), 2021-2022
    Editor, 2020-2022
    Email: HER_invites@gse.harvard.edu
    Eric Torres is a PhD student at Harvard Graduate School of Education whose work focuses on political polarization, tolerance, civics, and related issues. Before coming to Harvard, Eric worked as a teacher and administrator of adult education programming in Austin, Texas.  Eric has served two terms with Americorps and Americorps VISTA. He holds an EdM in Human Development and Psychology from Harvard University and a BA in Philosophy and Spanish from Washington University in St. Louis. Eric Torres is Content-Invitations editor for 2021-2022.
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