Maya Alkateb-Chami
Editor, 2022-2024
Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education whose research focuses on the role of schooling in fostering just futures—particularly in relation to language of instruction policies in multilingual contexts. Before coming to Harvard, she was the Managing Director of Columbia University’s Human Rights Institute, where she supported and co-led a team of lawyers working to advance human rights through research, education, and advocacy. Prior to that, she was the Executive Director of Jusoor, a nonprofit organization that helps conflict-affected Syrian youth and children pursue their education in four countries. Alkateb-Chami is a Fulbright Scholar and UNESCO cultural heritage expert. She holds an MSc in Education from Indiana University, Bloomington and a BA in Political Science from Damascus University, and her research on arts-based youth empowerment won the annual Master's Thesis Award of the U.S. Society for Education Through Art.

Megan L. Bogia
Co-chair, 2022-2023
Editor, 2021-2023
Email: HER_community@gse.harvard.edu
Megan L. Bogia is a fourth-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.

Jeannette Garcia Coppersmith
Editor, 2022-2023
Jeannette Garcia Coppersmith is a second-year Education PhD student in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. A former public middle and high school mathematics teacher and department chair, she is interested in understanding the mechanisms that contribute to disparities in secondary mathematics education, particularly how teacher beliefs and biases intersect with the social-psychological processes and pedagogical choices involved in math teaching. Jeannette holds an EdM in Learning and Teaching from the Harvard Graduate School of Education where she studied as an Urban Scholar and a BA in Environmental Sciences from the University of California, Berkeley.

Abhinav Ghosh
Co-chair, 2022-2023
Editor, 2021-2023
Email: HER_community@gse.harvard.edu
Abhinav Ghosh is a third-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.

Santiago Pulido-Gómez
Content Editor—Invitations, 2022-2023
Editor, 2021-2023
Email: HER_invites@gse.harvard.edu
Santiago Pulido-Gómez is a third-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
Content Editor—Manuscripts, 2022-2023
Editor, 2021-2023
Email: HER_manuscripts@gse.harvard.edu
Swati Puri is a fifth-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
Development Editor, 2022-2023
Editor, 2021-2023
Email: HER_vision@gse.harvard.edu
Mekka A. Smith is a third-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.

Caroline Tucker
Editor, 2022-2o24
Caroline Tucker 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 history and organizational dynamics of women’s colleges as women gained entry into the professions and coeducation took root in the United States. She is also a research assistant for the Harvard and the Legacy of Slavery Initiative’s Subcommittee on Curriculum. Prior to her doctoral studies, Caroline served as an American politics and English teaching fellow in London and worked in college advising. Caroline holds a BA in History from Princeton University, an MA in the Social Sciences from the University of Chicago, and an EdM in Higher Education from the Harvard Graduate School of Education.

Kemeyawi Q. Wahpepah
Editor, 2022-2024
Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a second-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Their research explores how settler colonialism is addressed in K-12 history and social studies classrooms in the United States. Prior to their doctoral studies, Kemeyawi taught middle and high school English and history for eleven years in Boston and New York City. They hold an MS in Middle Childhood Education from Hunter College and an AB in Social Studies from Harvard University.