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Harvard educational review.

Edited by Maya Alkateb-Chami, Jane Choi, Jeannette Garcia Coppersmith, Ron Grady, Phoebe A. Grant-Robinson, Pennie M. Gregory, Jennifer Ha, Woohee Kim, Catherine E. Pitcher, Elizabeth Salinas, Caroline Tucker, Kemeyawi Q. Wahpepah

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Journal Information

• ISSN: 0017-8055
• eISSN: 1943-5045
• Keywords: scholarly journal, education research
• First Issue: 1930
• Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2023-2024 Harvard Educational Review Editorial Board Members

Maya Alkateb-Chami Development and Partnerships Editor, 2023-2024 Editor, 2022-2024 [email protected]

Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education. Her research focuses on the role of schooling in fostering just futures—specifically in relation to language of instruction policies in multilingual contexts and with a focus on epistemic injustice. Prior to starting doctoral studies, 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 MEd in Language and Literacy from Harvard University; 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.

Jane Choi Editor, 2023-2025

Jane Choi is a second-year PhD student in Sociology with broad interests in culture, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Jeannette Garcia Coppersmith Content Editor, 2023-2024 Editor, 2022-2024 [email protected]

Jeannette Garcia Coppersmith is a fourth-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.

Ron Grady Editor, 2023-2025

Ron Grady is a second-year doctoral student in the Human Development, Learning, and Teaching concentration at the Harvard Graduate School of Education. His central curiosities involve the social worlds and peer cultures of young children, wondering how lived experience is both constructed within and revealed throughout play, the creation of art and narrative, and through interaction with/production of visual artifacts such as photography and film. Ron also works extensively with educators interested in developing and deepening practices rooted in reflection on, inquiry into, and translation of the social, emotional, and aesthetic aspects of their classroom ecosystems. Prior to his doctoral studies, Ron worked as a preschool teacher in New Orleans. He holds a MS in Early Childhood Education from the Erikson Institute and a BA in Psychology with Honors in Education from Stanford University.

Phoebe A. Grant-Robinson Editor, 2023-2024

Phoebe A. Grant-Robinson is a first year student in the Doctor of Education Leadership(EdLD) program at the Harvard Graduate School of Education. Her ultimate quest is to position all students as drivers of their destiny. Phoebe is passionate about early learning and literacy. She is committed to ensuring that districts and school leaders, have the necessary tools to create equitable learning organizations that facilitate the academic and social well-being of all students. Phoebe is particularly interested in the intersection of homeless students and literacy. Prior to her doctoral studies, Phoebe was a Special Education Instructional Specialist. Supporting a portfolio of more than thirty schools, she facilitated the rollout of New York City’s Special Education Reform. Phoebe also served as an elementary school principal. She holds a BS in Inclusive Education from Syracuse University, and an MS in Curriculum and Instruction from Pace University.

Pennie M. Gregory Editor, 2023-2024

Pennie M. Gregory is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. Pennie was born in Incheon, South Korea and raised in Gary, Indiana. She has decades of experience leading efforts to improve outcomes for students with disabilities first as a special education teacher and then as a school district special education administrator. Prior to her doctoral studies, Pennie helped to create Indiana’s first Aspiring Special Education Leadership Institute (ASELI) and served as its Director. She was also the Capacity Events Director for MelanatED Leaders, an organization created to support educational leaders of color in Indianapolis. Pennie has a unique perspective, having worked with members of the school community, with advocacy organizations, and supporting state special education leaders. Pennie holds an EdM in Education Leadership from Marian University.

Jennifer Ha Editor, 2023-2025

Jen Ha is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school students learn to write personal narratives for school applications, scholarships, and professional opportunities amidst changing landscapes in college access and admissions. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim Editor, 2023-2025

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. She is a scholar-activist dedicated to creating spaces for pedagogies of resistance and transformative possibilities. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. She hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Catherine E. Pitcher Editor, 2023-2025

Catherine is a second-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in education in the US in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching, and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures and continues to lead programming in the West Bank, Gaza, and East Jerusalem. She holds an EdM from Harvard in International Education Policy.

Elizabeth Salinas Editor, 2023-2025

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Caroline Tucker Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Caroline Tucker 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 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 and the editorial assistant for Into Practice, the pedagogy newsletter distributed by Harvard University’s Office of the Vice Provost for Advances in Learning. 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 Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a fourth-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.

Submission Information

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Contact Information

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Individual subscriptions must have an individual name in the given address for shipment. Individual copies are not for multiple readers or libraries. Individual accounts come with a personal username and password for access to online archives. Online access instructions will be attached to your order confirmation e-mail.

Institutional rates apply to libraries and organizations with multiple readers. Institutions receive digital access to content on Meridian from IP addresses via theIPregistry.org (by sending HER your PSI Org ID).

Online access instructions will be attached to your order confirmation e-mail. If you have questions about using theIPregistry.org you may find the answers in their FAQs. Otherwise please let us know at [email protected] .

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Checks can be mailed to Harvard Educational Review C/O Fulco, 30 Broad Street, Suite 6, Denville, NJ 07834. (Please include reference to your subscriber number if you are renewing. Institutions must include their PSI Org ID or follow up with this information via email to [email protected] .)

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Article Submission FAQ

Submissions, question: “what manuscripts are a good fit for her ”.

Answer: As a generalist scholarly journal, HER publishes on a wide range of topics within the field of education and related disciplines. We receive many articles that deserve publication, but due to the restrictions of print publication, we are only able to publish very few in the journal. The originality and import of the findings, as well as the accessibility of a piece to HER’s interdisciplinary, international audience which includes education practitioners, are key criteria in determining if an article will be selected for publication.

We strongly recommend that prospective authors review the current and past issues of HER to see the types of articles we have published recently. If you are unsure whether your manuscript is a good fit, please reach out to the Content Editor at [email protected] .

Question: “What makes HER a developmental journal?”

Answer: Supporting the development of high-quality education research is a key tenet of HER’s mission. HER promotes this development through offering comprehensive feedback to authors. All manuscripts that pass the first stage of our review process (see below) receive detailed feedback. For accepted manuscripts, HER also has a unique feedback process called casting whereby two editors carefully read a manuscript and offer overarching suggestions to strengthen and clarify the argument.

Question: “What is a Voices piece and how does it differ from an essay?”

Answer: Voices pieces are first-person reflections about an education-related topic rather than empirical or theoretical essays. Our strongest pieces have often come from educators and policy makers who draw on their personal experiences in the education field. Although they may not present data or generate theory, Voices pieces should still advance a cogent argument, drawing on appropriate literature to support any claims asserted. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021).

Question: “Does HER accept Book Note or book review submissions?”

Answer: No, all Book Notes are written internally by members of the Editorial Board.

Question: “If I want to submit a book for review consideration, who do I contact?”

Answer: Please send details about your book to the Content Editor at [email protected].

Manuscript Formatting

Question: “the submission guidelines state that manuscripts should be a maximum of 9,000 words – including abstract, appendices, and references. is this applicable only for research articles, or should the word count limit be followed for other manuscripts, such as essays”.

Answer: The 9,000-word limit is the same for all categories of manuscripts.

Question: “We are trying to figure out the best way to mask our names in the references. Is it OK if we do not cite any of our references in the reference list? Our names have been removed in the in-text citations. We just cite Author (date).”

Answer: Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing “Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as “Author/s. (2007)” You can also indicate that details are omitted for blind review. Articles can also be blinded effectively by use of the third person in the manuscript. For example, rather than “in an earlier article, we showed that” substitute something like “as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Please do not submit a title page as part of your manuscript. We will capture the contact information and any author statement about the fit and scope of the work in the submission form. Finally, please save the uploaded manuscript as the title of the manuscript and do not include the author/s name/s.

Invitations

Question: “can i be invited to submit a manuscript how”.

Answer: If you think your manuscript is a strong fit for HER, we welcome a request for invitation. Invited manuscripts receive one round of feedback from Editors before the piece enters the formal review process. To submit information about your manuscript, please complete the Invitation Request Form . Please provide as many details as possible. The decision to invite a manuscript largely depends on the capacity of current Board members and on how closely the proposed manuscript reflects HER publication scope and criteria. Once you submit the form, We hope to update you in about 2–3 weeks, and will let you know whether there are Editors who are available to invite the manuscript.

Review Timeline

Question: “who reviews manuscripts”.

Answer: All manuscripts are reviewed by the Editorial Board composed of doctoral students at Harvard University.

Question: “What is the HER evaluation process as a student-run journal?”

Answer: HER does not utilize the traditional external peer review process and instead has an internal, two-stage review procedure.

Upon submission, every manuscript receives a preliminary assessment by the Content Editor to confirm that the formatting requirements have been carefully followed in preparation of the manuscript, and that the manuscript is in accord with the scope and aim of the journal. The manuscript then formally enters the review process.

In the first stage of review, all manuscripts are read by a minimum of two Editorial Board members. During the second stage of review, manuscripts are read by the full Editorial Board at a weekly meeting.

Question: “How long after submission can I expect a decision on my manuscript?”

Answer: It usually takes 6 to 10 weeks for a manuscript to complete the first stage of review and an additional 12 weeks for a manuscript to complete the second stage. Due to time constraints and the large volume of manuscripts received, HER only provides detailed comments on manuscripts that complete the second stage of review.

Question: “How soon are accepted pieces published?”

Answer: The date of publication depends entirely on how many manuscripts are already in the queue for an issue. Typically, however, it takes about 6 months post-acceptance for a piece to be published.

Submission Process

Question: “how do i submit a manuscript for publication in her”.

Answer: Manuscripts are submitted through HER’s Submittable platform, accessible here. All first-time submitters must create an account to access the platform. You can find details on our submission guidelines on our Submissions page.

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Author Biographies

Giorgio marinoni, international association of universities (iau).

Giorgio Marinoni is manager of higher education and internationalization of the International Association of Universities (IAU). E-mail: [email protected].

Hilligje van’t Land, International Association of Universities (IAU)

Hilligje van’t Land is secretary general of IAU. E-mail: [email protected].

Hans de Wit, Boston College Center for International Higher Education

Hans de Wit is professor emeritus and distinguished fellow of the Center for International Higher Education, Boston College, United States, and senior fellow of IAU. E-mail: [email protected].

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For white social workers: re/un/discover heuristic for dual awareness in ongoing anti-racist practice, lessons learned from the cswe task force to advance anti-racism in the social work education policy and accreditation standards: praxis in a racially volatile society, teaching anti-racism to white social work students a practical approach, conceptualizing anti-racist social work pedagogy practical ideas for increasing faculty capacity, reflexivity, and ability, back to the (not so) basics of anti-racist education and practice the need for white social work students to learn how to create trust and relationships, enhancing competency-based social work skills through service learning and interprofessional education in a student-run free healthcare clinic, does where we live matter to oral health tensions between rural older adults’ concept of community and health individualism, social work boundary issues in the digital age reflections of an ethics expert, identifying indicators of high-conflict divorce among parents a systematic review, observed risks of client safety by social care professionals in finland trend analysis for 2016-2020, introducing the theory of neurosocial interdependence moving beyond the person-in-environment perspective in social work, mitigating the violence of mass immigration detention through community-based case management, post-master’s career progression of social workers a developmental perspective, learning from their stakeholders social work students’ perspectives on a university’s response to the covid-19 pandemic.

Advances in Social Work is committed to enhancing the linkage among social work practice, research, and education. Accordingly, the journal addresses current issues, challenges, and responses facing social work practice and education. The journal invites discussion and development of innovations in social work practice and their implications for social work research and education. Advances in Social Work seeks to publish empirical, conceptual, and theoretical articles that make substantial contributions to the field in all areas of social work including clinical practice, community organization, social administration, social policy, planning, and program evaluation. The journal provides a forum for scholarly exchange of research findings and ideas that advance knowledge and inform social work practice. All relevant methods of inquiry are welcome. Advances in Social Work is a peer-reviewed journal that publishes original work. Articles are accepted on the basis of appropriateness, clarity, sound methodology, and utility for social work practice, research, and education. Articles are indexed or abstracted in Social Work Abstracts and Social Service Abstracts. Editor: Margaret E. Adamek, Ph.D.

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Advances in Social Work ISSN: 1527-8565 eISSN: 2331-4125

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Boy shot dead after Perth stabbing was in deradicalization program, but no ties seen to Sydney teens

In this image from a video, Western Australian Police Commissioner Col Blanch speaks at a press conference in Perth, Australia Sunday, May 5, 2024. A 16-year-old boy armed with a knife was shot dead by police after he stabbed a man in the Australian west coast city of Perth, officials said Sunday. (Australian Broadcasting Corporation via AP)

This image from a video, shows a parking lot where an incident occurred in Perth, Australia Sunday, May 5, 2024. A 16-year-old boy armed with a knife was shot dead by police after he stabbed a man in the Australian west coast city of Perth, officials said Sunday. (Australian Broadcasting Corporation via AP)

In this image from a video, Western Australian Premier Roger Cook speaks at a press conference in Perth, Australia Sunday, May 5, 2024. A 16-year-old boy armed with a knife was shot dead by police after he stabbed a man in the Australian west coast city of Perth, officials said Sunday. (Australian Broadcasting Corporation via AP)

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MELBOURNE, Australia (AP) — A 16-year-old boy who was shot dead by police after stabbing a man in the Australian west coast city of Perth had been in a deradicalization program but had no links to an alleged network of teen extremists in the east coast city of Sydney, authorities said.

The boy had participated in the federally funded Countering Violent Extremism program for two years but had no criminal record, Western Australia Police Minister Paul Papalia said Monday.

“The challenge we confront with people like the 16-year-old in this incident is that he’s known to hold views that are dangerous and potentially he could be radicalized,” Papalia said. “But the problem with individuals like this is they can act at short notice without warning and be very dangerous.”

On the potential for the boy to have been radicalized, Prime Minister Anthony Albanese said he was concerned by social media pushing extreme positions.

“It’s a dynamic that isn’t just an issue for government. It’s an issue for our entire society, whether it be violent extremism, misogyny and violence against women. It is an issue that of course I’m concerned about,” Albanese told reporters.

Western Australia Police Commissioner Col Blanch said the boy had phoned police late Saturday saying he was about to commit “acts of violence” but did not say where. Minutes later, a member of the public reported to police seeing the boy with a knife in a hardware store parking lot.

Three police officers responded, one armed with a gun and two with stun guns. Police deployed both stun guns but they failed to incapacitate the boy before he was killed by a single gunshot, Blanch said.

The stabbing victim is a man in his 30s who was wounded in his back. He was in serious but stable condition at a Perth hospital, police said.

Blanch said members of the local Muslim community had raised concerns with police about the boy’s behavior before he was killed on Saturday.

The boy had said in a text message to associates, “I am going on the path of jihad tonight for the sake of Allah,” Australian Associated Press reported, prompting several to alert police.

Police said the stabbing had the hallmarks of a terrorist attack but have not declared it as such. Factors that can influence that decision include whether state police need federal resources, including the Australian Security Intelligence Organization domestic spy agency.

Blanch said the Western Australia Police Force investigation did not need additional federal resources and he was confidence the situation was different from the one in Sydney.

“We are dealing with complex issues, both mental health issues but also online radicalization issues,” Blanch said Sunday. “But we believe he very much is acting alone and we do not have concerns at this time that there is an ongoing network or other concerns that might have been seen over in Sydney.”

Western Australia Premier Roger Cook said his government and the state education department had been aware of concerns at the boy’s school about his behavior. Cook didn’t directly respond to reports that several boys at Rossmoyne Senior High School, the prestigious government school he attended, were attempting to radicalize classmates.

“I’ll leave that up the the Education Department to clarify,” Cook told reporters. “This young man was harboring some extremist thoughts, which is the reason why he was part of the Countering Violent Extremism program.”

Amanda Spencer-Teo, a parent of a Rossmoyne student, said multiple “red flags” had been raised about the behavior of some students.

“Parents have been raising this with the school for some time,” Spencer-Teo, who will be an opposition party candidate at state elections next year, told The Australian newspaper. “The school and the department have failed to provide information to those concerned parents.”

In the stabbings at a Sydney church on April 15 , New South Wales Police Commissioner Karen Webb declared the stabbings of an Assyrian Orthodox bishop and priest as a terrorist act within hours. The boy arrested was later charged with committing a terrorist act. In the subsequent investigation, six more teenagers were charged with terror-related offenses.

Police alleged all seven were part of a network that “adhered to a religiously motivated, violent extremist ideology.”

Some Muslim leaders have criticized Australian police for declaring the church stabbing a terrorist act but not a rampage two days earlier in a Sydney shopping mall in which six people were killed and a dozen wounded.

The 40-year-old attacker, who was shot dead by police, had a history of schizophrenia and most of the victims he targeted were women. Police have yet to reveal the man’s motive.