In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly…

In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a "remix" of her original theory: culturally sustaining pedagogy, as proposed by Paris…

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and…

In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making…

In the spring of 2013, the "Harvard Educational Review" ("HER") published a special issue entitled "Expanding Our Vision for the Arts in Education" (Vol. 83, No. 1). Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a…

In this essay, Rubén Gaztambide-Fernández reflects on the comments made in a forum convened to reflect on his article "Why the Arts Don't 'Do' Anything: Toward a New Vision for Cultural Production in Education," published in the "Harvard Educational Review" ("HER")'s special issue entitled…

In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families' educational goals and Somali Bantu families' actual views of education. In contrast to educators'…

Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…

In this "Voices Inside Schools" essay, Vivian Gussin Paley brings us into Derek's kindergarten classroom using her characteristic style of listening and recounting from the child's perspective. With delicacy and insight, she reveals the small but significant moments that occur alongside the planned curriculum to illustrate how children author…

In this essay, Jeff Duncan-Andrade explores the concept of hope, which was central to the Obama campaign, as essential for nurturing urban youth. He first identifies three forms of "false hope"--hokey hope, mythical hope, and hope deferred--pervasive in and peddled by many urban schools. Discussion of these false hopes then gives way to…

Although research has traditionally discussed the ways in which societies in conflict develop educational practices, only recently have scholars begun to examine the role of education in creating or sustaining conflict. In Afghanistan, changing regimes have had an impact on state-sanctioned curricula over the past fifty years, drastically altering…

In this article, Bryan McKinley Jones Brayboy and Emma Maughn explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems, the authors advocate for an…

In this article, Eric Freedman examines the extent to which critical pedagogy can be considered a democratic form of education. Comparing Paulo Freire's notion of dialogue to Jurgen Habermas's "ideal speech situation," Freedman argues that such dialogue cannot realistically occur in educational situations where the teacher remains in an…

In this article, Ralf St. Clair makes the argument that induction--the process of applying research findings from one setting to another--is logically unsupported, irrespective of method or methodology, due to the existence of superunknowns. Superunknowns are defined as factors that cannot be anticipated, not because of instrumentation defects,…

In this article, Walt Haney, Michael Russell, and Damian Bebell summarize a decade of work using student drawings as a way to both document and change education and schooling. After a brief summary of more than one hundred years of literature on children's drawings, the authors point out that drawings have been little recognized as a medium of…