Harvard Educational Review
  1. Editorial Board

    2020-2021 Harvard Educational Review Editorial Board Members

    Alysha Banerji
    Editor, 2020-2022
    Alysha Banerji is a third-year PhD student in the Culture, Institutions and Society concentration at Harvard Graduate School of Education (HGSE). 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, an MSEd in International Education Development from the University of Pennsylvania, and is a recipient of the Aga Khan Foundation International Scholarship Programme.
     
    Maya Holden Cohen
    Development Editor, 2020-2021
    Editor, 2019-2021
    Email: HER_vision@gse.harvard.edu
    Maya Holden Cohen is a third-year PhD student at HGSE in the Culture, Institutions, and Society concentration. Her research focuses on the civic formation of American youth, and the impact of political polarization and geographic partisan sorting on American schools and students. She came to HGSE after a decade working with young people to advance issues of equity and unlock their potential as leaders. Prior to her doctoral studies, Maya worked at Northwestern University’s Children and Family Justice Center (CFJC), collaborating with attorneys, community groups, currently and formerly incarcerated individuals, and their families to end life and life-like sentences for youth in Illinois. Before joining the CFJC, Maya was a teacher and Assistant Director at The School for Ethics and Global Leadership in Washington, D.C., a semester program that aims to develop students into ethical leaders who make positive change in our world. From 2011 to 2014, Maya served as the Executive Director of GlobeMed, a global network of undergraduate students and community organizations working together to tackle challenges of poverty and poor health. Maya graduated from Barnard College in 2010 with a BA in English.
     
    Paulina Haduong
    Co-Chair, 2020-2021
    Editor, 2019-2021
    Email: HER_community@gse.harvard.edu
    Paulina Haduong is a fifth-year doctoral student concentrating in Human Development, Learning and Teaching at Harvard. Her research focuses on supporting teacher and student learning in K-12 computer science education. Specifically, Paulina looks to understand how classroom learning communities might support learners who "get stuck" in creative computing spaces, where learners are developing their own creative process as they create computational artifacts. Prior to doctoral studies, Paulina was a Fellow at the Berkman Klein Center for Internet & Society at Harvard, working at the intersection of student data privacy, digital media literacy, and project-based learning. Paulina holds an EdM in Technology, Innovation, and Education from the Harvard Graduate School of Education and a BA in Linguistics from Yale University.
     
    Rebecca Horwitz-Willis
    Editor, 2019-2021
    Rebecca Horwitz-Willis is a fourth year doctoral student concentrating in Culture, Institutions, and Society. Her research focuses on the relationship between education, race, and social policy, and her current project explores the socio-legal history of school discipline law and its relationship to school desegregation. Prior to her doctoral studies, Rebecca held several positions in education, including high school math teacher, academic dean, and curriculum designer. She is also a former lawyer. Rebecca holds an EdM in Education Policy and Management from the Harvard Graduate School of Education, a JD from the University of Texas at Austin, and a BA from Rutgers University.
     
    Orelia Jonathan
    Content Editor (Manuscripts), 2020-2021
    Editor, 2019-2021
    Email: HER_manuscripts@gse.harvard.edu
    Orelia Jonathan is a third-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research interests focus on whether education contributes to or alleviates conflict in sub-Saharan Africa, with a particular focus on history education. Currently she is working on an exploratory study on history education and citizenship in South Sudan. Although Orelia has enjoyed returning to her studies and research, she is deeply passionate about teaching. Orelia continues to teach English as a Second language, literature and writing courses to international students who plan on attending school in the United States. Prior to her doctoral work, Orelia taught history and humanities at The Lawrenceville School in Lawrenceville, New Jersey. For the last three summers, Orelia has enjoyed traveling to Shenzhen, China where she has taught a discussion-based writing and literature course to middle schoolers. She holds an MS in Education from the University of Pennsylvania, and a BA in History and African-American Studies from Wesleyan University.
     
    Shandra M. Jones
    Content Editor (Invitations), 2020-2021
    Editor, 2019-2021
    Email: HER_invites@gse.harvard.edu
    Shandra M. Jones is a fourth-year PhD student concentrating in Human Development, Learning & Teaching. Her research focuses on how intersectional identity and cultural assets support post-secondary student success in the face of structural and systemic barriers. And her work in higher education considers the intersection of student development with institutional culture, organizational change management, and technology. Current projects include evaluations of ethnic-racial identity and coping strategies as protective factors against discrimination and cultural implications for psychosocial research instrument development. Born and raised in Prichard, Alabama, Shandra brings over 10 years of experience in public, nonprofit, and private sectors along with a consistent record of community engagement. In higher education, Shandra has led admissions and recruiting strategy, scholarships/financial aid, student services, and diversity and inclusion efforts for domestic and global student populations. Shandra graduated from Stanford University with a BA in Political Science Science, and from University of North Carolina at Chapel Hill with a Masters of Business Administration. She currently serves as Co-President of Du Bois Graduate Society of GSAS where she launched the inaugural graduate students of color conference.
     
    Anna L. Kirby
    Editor, 2020-2022
    Anna L. Kirby is a second-year doctoral student at the Harvard Graduate School of Education, concentrating in Human Development, Learning and Teaching. She uses a combination of quantitative, qualitative, and participatory methods to explore how adults can support children's social understanding and development. Anna is currently a Family Programming intern 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 and has worked for a nearly a decade in community-based music education organizations.
     
    Alyssa Napier
    Editor, 2020-2022
    Alyssa Napier is a third-year PhD student at the Harvard Graduate School of Education in the Culture, Institutions, and Society concentration. Her current research focuses on the intersection of political organizing and educational change. 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.
     
    Tara P. Nicola
    Editor, 2020-2022
    Tara P. Nicola is a fourth-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.
     
    Abigail Orrick
    Editor, 2020-2022
    Abigail Orrick is a second-year PhD student at the Harvard Graduate School of Education in the Culture, Institutions, and Society concentration. Her research focuses on how community organizing, philanthropy, and personal ethics influence education policy. Specifically, Abigail draws from political and organizational sociology to understand how schools, communities, and philanthropists navigate periods of tumultuous policy reforms or organizational change. At Harvard, she currently collaborates on projects exploring how public policy graduate programs teach inequality and how teachers in urban charter schools balance their political beliefs and professional identities. She also supports research at the University of Michigan examining the role of philanthropy in federal education policy. 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.
     
    Ellis E. Reid V
    Co-Chair, 2020-2021
    Editor, 2019-2021
    Email: HER_community@gse.harvard.edu
    Ellis E. Reid V is a fifth-year doctoral student in Education at the Harvard Graduate School of Education, concentrating in Culture, Institutions, and Society. His research interests lie primarily in social and political philosophy, with particular interests in democratic theory, educational justice, and practical ethics. Most recently, his work has focused on questions about school governance, civic education, and race. Previously, Ellis was the Associate Director of a college-access program and taught at an independent high school in the San Francisco Bay Area. He holds a BA in Political Science from Stanford University.
     
    Eric Torres
    Editor, 2020-2022
    Eric Torres is a fourth-year doctoral student in the Human Development, Learning and Teaching strand of the PhD program in Education at HGSE.  Eric’s research focuses on the measurement and development of political tolerance and related educational 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.  
     
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