“Because I Built That Trust”: College Access Professionals Utilizing Funds of Knowledge to Support the Families of Prospective First-Generation College Students In this research article, Stephany Cuevas and myra M. P. d. dayrit examine how college access professionals (CAPs) work with the families of prospective first-generation college students (PFGCSs). Using the concept of embodied funds of knowledge (Mariscal et al., 2019), the authors analyze the experiences of twenty CAPs. Their findings reveal that CAPs employ different family-centered approaches to recognize and honor families’ life contexts and knowledge. Additionally, CAPs leverage their own funds of knowledge—including, in many cases, their own experiences as first-generation college students—to connect with students’ families. Cuevas and dayrit argue that these embodied funds of knowledge foster trusting relationship with families, leading to strong family-educator partnerships that support PFGCSs’ higher-education aspirations. This research highlights the critical role of CAPs in forming effective familyeducator partnerships within a college-going context.

What is the role of college access professionals in forming effective family-educator partnerships within a college-going context? Find out in the new issue of #HarvardEdReview here:

Can We Even Get Back to Normal? Understanding Educational Responses in (Post)Pandemic Contexts In this essay, Corrine M. Wickens, Michael Manderino, and Sarah O’Leary-Driscoll examine impacts of the aftermath of the COVID-19 pandemic and recent controversies, such as book bans, on education. Drawing on the sociological perspective of anomie and the scientific principle of entropy, the authors propose a framework for understanding differing reductive and productive educational responses. Anomie and entropy provide unique, but also synergistic, lenses through which to make sense of the underlying behaviors, policies, and decisions that perpetuate unjust and oppressive norms in educational spaces. Within these overarching reductive and productive responses, Wickens, Manderino, and O’Leary-Driscoll describe four dimensions—punishing, reproducing, remaking, and reimagining—and explore them through historical and contemporary examples, including book bans, attempts to do away with critical race theory, and debates over the role of social emotional learning. The article concludes by engaging with the role of pedagogical imagination, as initially espoused by Dewey and Greene and evoked by multiple critical scholars in recent calls to reimagine schools and schooling as speculative and generative. Such reimagining can help direct our individual and collective educational energies toward justice and humanity.

How might educators reimagine the role of schooling in the wake of the COVID-19 pandemic? Check out “Can We Even Get Back to Normal?” by Corrine M. Wickens, @mmanderino.bsky.social, and Sarah O’Leary-Driscoll in the new issue of #HarvardEdReview to find out:

Image displaying the cover of the Fall 2025 HER Issue

What is the responsibility of schooling in times of normlessness? Corrine M. Wickens, @mmanderino.bsky.social, and Sarah O’Leary-Driscoll explore this question in their article for the Fall 2025 issue of #HarvardEdReview https://bit.ly/3MsElS6

The Role of State Laws in the Privatization of Police on Campus In this research article, Vanessa Miller examines the state laws that authorize and govern university police at private institutions of higher education and discusses how the rise and expansion of pri...

Thrilled to announce my article with #HarvardEdReview was published last month and is now available online!

Looking forward to discussing with my "Police, Crime, and Education" seminar students in the spring.

www.harvardeducationalreview.org/content/95/3...

Image displaying the cover of the Fall 2025 HER Issue

Why are relationships more important than ever as we experience a rise in artificial intelligence in K-12 classrooms? Check out Hillary L. Greene Nolan's new article in the Fall 2025 issue of #HarvardEdReview to find out: https://bit.ly/4oIyOEh

How the Use of Artificial Intelligence in K-12 Classrooms Will Test the Practice and Profession of Teaching, and Why the Future of Education Requires Centering Relationships In this article, Hillary L. Greene Nolan begins by describing four ways the entry of artificial intelligence (AI) into K-12 classrooms in the United States has been framed thus far: (1) as a solution to today’s problems, and particularly learning loss related to the COVID-19 pandemic; (2) as unlikely to replace teachers; (3) as an important facet of our economic competitiveness; and (4) as ubiquitous, and thus necessary to learn and use. Greene Nolan then demonstrates problems with each framing in light of the history of the field of education, the profession of teaching, and current conditions in schools. She proposes new framings that account for the field’s complex history and today’s challenges, starting with accepting AI in K-12 settings only when it does not replace or minimize student-student or teacher-student relationships. Greene Nolan argues that the future of our education system and the shared humanity we build through education depends on protecting not only teachers’ positions as instructional leaders but also students’ opportunities to learn with human teachers. Key strategies should include continuing to work to solve structural problems in our education system that existed prior to the present moment and codifying the professional breadth of teachers’ work into a knowledge base that emphasizes the parts of teaching and relating to children that AI should never do (since only codifying the instructional parts will make AI teaching seem like a viable alternative to human teaching). A central implication is that we must face the possibility that AI-equipped tools that simulate instructional exchanges could replace teachers by first replacing interactions, and then relationships, threatening one of the last institutions that centers our humanity–our schools.

A new article by Hillary L. Greene Nolan in the Fall 2025 issue of #HarvardEdReview proposes a framing for understanding the use of AI in K-12 classrooms that centers the shared humanity of students and teachers. Find out more:

In the Fall 2025 #HarvardEdReview issue, Tyler Denmead and Allison Rowe offer a critique of historical empathy as a pedagogical framework for teaching history and argue for a teaching approach centered on cultivating critical compassion instead. Learn more: https://bit.ly/4oQzAit

Reckoning with White Empathy: Toward a Critical Arts Pedagogy of Racialized Emotions In this conceptual article, Tyler Denmead and Allison Rowe present an arts-based pedagogic framework that offers teachers and students the opportunity to engage critically with the role of emotions in reproducing and contesting societies that are structured by racial dominance. In recent years, social and emotional learning (SEL) has become a flashpoint in the American culture wars against critical race theory. Right-wing conservatives have claimed that SEL discriminates against white children by teaching them to feel bad about themselves and the nation’s racist past. While this debate has not engaged with the politics and practice of SEL in good faith, the recent controversy has, nonetheless, challenged us to consider what exactly a critical pedagogy of racialized emotions might entail. How might educators teach students to recognize the ways in which emotions are deeply embedded in the production of a racially ordered society? In this article, Denmead and Rowe make the case that carefully chosen artworks have the pedagogic potential to illuminate how, through emotions, people come to inhabit structural positions within racially ordered societies. They use Kara Walker’s 2019 artwork Fons Americanus to work toward a framework for a critical arts pedagogy of racialized emotions, examining how the work casts a light on the role of white empathy in perpetuating antiblack racism. Through this analysis, Denmead and Rowe work toward a critical arts pedagogy that attends to the politics of race and emotion and contributes to the formation of antiracist political solidarities.

How does Kara Walker’s 2019 artwork, Fons Americanus, help us understand racialized emotions? Read Taylor Denmead and Allison Rowe’s article in the Fall 2025 issue of #HarvardEdReview to find out:

Image displaying the cover of the Fall 2025 HER Issue

Did you know that the #HarvardEdReview is now hosted on a new, user-friendly website powered by @highwirepress.bsky.social? Check out the new site and the Fall 2025 issue here: https://bit.ly/4a5EB3f

Image displaying the cover of the Fall 2025 HER Issue

The third issue of the 95th volume of #HarvardEdReview is now available! Find out more and read it on our new website—powered by @highwirepress.bsky.social—here: https://bit.ly/4a5EB3f

Melina Melgoza review of Ta-Nehisi Coates’ THE MESSAGE in the #HarvardEdReview provides a glimpse into the important lessons that the book offers on storytelling, representation, and dominant narratives. https://bit.ly/48rphx9

Image displaying the cover of this HER issue

Learn about LIVED RESISTANCE AGAINST THE WAR ON PALESTINIAN CHILDREN, a critical and important title discussing systemic violence and resistance surrounding Palestinian childhood in this #HarvardEdReview book review: https://bit.ly/3VLM0wa

Image that reads, "Submit your research to HER!"

The #HarvardEdReview accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. Submit your research articles, essays, and voices pieces here: https://bit.ly/3WEenNf

Image displaying the cover of this HER issue

The Summer 2025 issue of #HarvardEdReview includes Munir Fasheh’s 1990 article titled, "Community Education: To Reclaim and Transform What Has Been Made Invisible." Read this piece here: https://bit.ly/4pTFxxc

Munir Fasheh discusses the role of education as an agent of hegemony and presents community education as critical to the empowerment of Palestinian people in his reprinted #HarvardEdReview article: https://bit.ly/4pTFxxc

Image displaying the cover of this HER issue

In the midst of Israeli authorities’ forced closing of schools and outlawing of popular education, Palestinian educators continued to develop innovative ways of teaching. Learn more in this reprinted article in the #HarvardEdReview by Khalil Mahshi and Kim Bush: https://bit.ly/4mIco5e

Khalil Mahshi and Kim Bush’s reprinted article in #HarvardEdReview sheds light on the powerful ways Palestinians creatively constructed alternative modes of instruction and learning grounded in Palestinian culture and history: https://bit.ly/4mIco5e

Image that reads, "Submit your research to HER!"

The #HarvardEdReview editors are looking forward to reviewing new manuscripts through our newly reopened open call for research articles, essays, and voices pieces. Submit here: https://bit.ly/3WEenNf

Image displaying the cover of this HER issue

At a time where critical analysis is met with silencing and erasure, Paulo Freire's reprinted article in the #HarvardEdReview reminds us of the importance of educating for critical consciousness. https://bit.ly/4nt7zO7

Paulo Freire's reprinted article in the #HarvardEdReview emphasizes the importance of attending to historical and structural processes under which domination took shape, and critically reflecting and acting on social realities. Learn more: https://bit.ly/4nt7zO7

Image displaying the cover of this HER issue

In the face of exacerbating injustices and threats to freedom of inquiry, we need to engage in the process of acknowledging and addressing moral injuries. Meira Levinson’s reprinted article in the #HarvardEdReview offers a starting point: https://bit.ly/4pN2zWf

Image that reads, "Submit your research to HER!"

The #HarvardEdReview is now accepting submissions again! Please send in your research articles, essays, and voices pieces. Visit here to learn more and submit: https://bit.ly/3WEenNf

Image displaying the cover of this HER issue

A reprinted article in the #HarvardEdReview by Meira Levinson highlights ethical dilemmas that educators face under conditions shaped by injustices, and the need for society to enact moral repair. Read this piece here: https://bit.ly/4pN2zWf

In authoritarian times, what can universities look like? Read Hanna Buczynska-Garewicz’s reprinted article on “flying universities” in the #HarvardEdReview to learn about how Polish scholars formed clandestine spaces of learning against totalitarian control. https://bit.ly/4gUnZNk

Written against the backdrop of student activism in the 1960s, Antony Mullaney’s reprinted article in the new issue of #HarvardEdReview offers timeless lessons for universities today: resist power, don’t accommodate. Learn more: http://bit.ly/48HEJ8e

Image displaying the cover of this HER issue

Antony Mullaney’s reprinted article in the Summer 2025 issue of #HarvardEdReview invites us to think on the following question: what role should edu­cational insti­tutions take in coun­tering authori­tarianism, injus­tice, human rights abuses, and geno­cide? https://bit.ly/48HEJ8e

The Editors’ Introduction to the latest issue of #HarvardEdReview engages with the power of critical scholarship to create possibilities for social transformation. Read this piece here: https://bit.ly/4mNnNkf

Image displaying the cover of this HER issue

Amid growing restrictions on what can be taught and published, the Editors of the #HarvardEdReview interrogate institutional responsibility in times of authoritarianism in their Editors’ Introduction to the Summer 2025 issue: https://bit.ly/4mNnNkf

The Editors' Introduction to the latest issue of #HarvardEdReview grapples with the responsibility of institutions to resist authoritarianism and the (im)possibilities of working with(in) an institution to create space for justice-oriented voices. https://bit.ly/4mNnNkf

Image displaying the cover of this HER issue

In times when academic freedom is tested, we turn to history. The Summer 2025 issue of #HarvardEdReview revisits past scholarship on authoritarianism and resistance—reminders of what’s at stake in education today. Read the Editors' Introduction to the issue here: https://bit.ly/4mNnNkf