HER Reprint Publications

Harvard Educational Review

Reprint Publications

The Harvard Educational Review has published collections of past articles on specific themes in book form; we currently have over thirty volumes in the Series. These books reflect the editors' commitment to continuing and extending the original discussions that appeared in the Review on issues of concern to the educational community. Please see below for descriptions of these publications, in chronological order.

Acts of Inquiry in Qualitative Research

"At long last, the rich qualitative research resources of a decade of the Harvard Educational Review are together in one readily accessible volume. Not only will readers have important perspectives from critical social science disciplines, but the many theoretical arguments and case studies are now side by side. The value of Acts of Inquiry is not just as a collection of some of the most thoughtful and biting work of the field, but also as a timesaver for teachers and students. Who hasn't searched frantically for that HER article that addressed exactly the point a student raised in class? As required reading in qualitative methods classes, it will outshine many of the resources now available for its breadth and comprehensiveness."

--Yvonna S. Lincoln
Texas A&M University

This comprehensive new book from the editors of the Harvard Educational Review examines the nature and uses of qualitative research. Researchers, practitioners, participants, and scholars address the proliferation of methodologies, ethical and disciplinary concerns, and issues of equity and diversity such research raises from a wide variety of viewpoints.

Acts of Inquiry in Qualitative Research also presents a broad assortment of articles by authors from several academic disciplines who examine their own fields' contribution to qualitative research in the past as well as future trends.

The book is divided into six sections reflecting different acts of inquiry in qualitative research:

Acts of Inquiry is unique in bringing together a rich collection of theoretical arguments and case studies, making it an invaluable resource for teaching, learning, and practicing qualitative research.

Contents Include:

Edited by: Bárbara M. Brizuela, Julie Pearson Stewart, Romina G. Carrillo, And Jennifer G. Berger

ISBN 0-916690-36-9

Copyright 2000
450 pp.
HER Reprint Series No. 34

$29.95 (paper)

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Cultural Action for Freedom: 2000 Edition

Paulo Freire, noted Brazilian educator, discusses theory and practice of adult literacy education based upon authentic dialogue. With a new introduction by HER editors.

Copyright 2000
68 pp.
HER Monograph Series No. 1
$12.95 (paper)

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learning as a political act: struggles for learning and learning from struggles

"The voices of people struggling for an education that is worthy of its name are present in ways that make it impossible for the reader to ignore the relations among power, education, and personal experience. This is a book to read and to be shared - and around which to mobilize."

Michael W. Apple
John Bascom Professor of Curriculum and Instruction and
Educational Policy Studies, University of Wisconsin-Madison

In this remarkable collection of educational journeys toward learning and liberation, students, scholars, and activists bring to life the ideas and histories of groups that have been silenced in mainstream educational arenas. The rich variety of learners in learning as a political act -- including Chicana women, Puerto Rican schoolchildren, Eritrean women, Hmong college women -- challenges our assumptions about learning. Gender, ethnic identity, class, national allegiance, age, sexuality -- all of these are dealt with from the vantage points of people engaged in struggles to learn and, through learning, to reach beyond where they are. Authors include Antonia Pantoja, Deirdre Almeida, and Cornel West, with a foreword by Maxine Greene.

Edited by: José A. Segarra and Ricardo Dobles

ISBN 0-916690-35-0

Copyright 1999
372 pp.
HER Reprint Series No. 33

$22.95 (paper)

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The Elusive Quest for Equality:
150 Years of Chicano/Chicana Education

"In the cover painting of this book, Manuel Hernandez Trujillo captures...the dualistic nature of the U.S. conquest of Northern Mexico, reflecting both the losses and opportunities represented in his camino de espinas (road of thorns). This tension between cynicism and optimism pervades the essays in this volume...something I see over and over again in discussions that focus on the significance of race in a democratic society. To what extent does the past determine our future, and to what degree do our own expectations of the future influence our interpretations of the past? It seems to me that these two interdependent questions continue to shape both our experience as Chicanos/Chicanas and our understanding of what it means to be Chicano/Chicana in the United States at the end of the twentieth century."

Manuel N. Gómez
Vice Chancellor, Student Services, University of California, Irvine
from the Foreword

The history of the Chicano community's quest for educational equality is long and rich. Since the Treaty of Guadalupe Hidalgo formalized the conquest of half of Mexico's territory into what is now the U.S. Southwest, Chicanos have fought to claim what was promised them in the Treaty--the enjoyment of all the rights of U.S. citizens. In terms of education, they certainly have never had equal access, opportunity, or resources, despite legal victories. In this volume, some of the leading scholars analyze why the quest for equality in education has remained so elusive. They do so by documenting both the plight and the struggle of Chicano communities over the past 150 years, using the guiding themes of the role of language, segregation, Americanization, and resistance in the history of education for Chicanos/Chicanas.

Contributors Include:

Edited by: José F. Moreno

ISBN 0-916690-33-4

Copyright 1999
218 pp.
HER Reprint Series No. 32

$22.95 (paper)

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The Complex World of Teaching:
Perspectives from Theory and Practice

Geologists study volcanoes for years yet cannot predict exactly which will be the next to erupt. Meteorologists use highly advanced technology to study weather patterns but cannot forecast the weather with certainty. Teachers can present the same lesson to two classes, only to have it succeed one time and fail the next.

Why is there such uncertainty in these situations? Because these are all complex systems. In the complex world of teaching, teachers face numerous unpredictable challenges from the dynamic interactions of teacher, student, curriculum, school, community, and culture.

How do teachers manage to teach in such a complex world? To answer this question, the Editors of the Harvard Educational Review have collected the best writings on teaching published in the Review in The Complex World of Teaching. Part One, "Inner Worlds," explores the private aspects of teachers' and students' lives that, although hidden, have a great impact on teaching and learning. Part Two, "Outer Worlds," focuses on how powerful economic, social, political, and cultural forces from outside the classroom shape the work of teachers and students. Part Three, "The Complex World of Teaching," illuminates how the intersection of the inner and outer worlds creates the dynamic complexity that is both the joy and the frustration of teaching.

The Complex World of Teaching refuses to reduce teaching to a set of recipes, or to talk about teaching abstracted from practice. The Editors have combined theoretical chapters with studies from individual classrooms written by teachers themselves to capture the true complexity of teaching. Readers can join teachers as they recount their struggles and triumphs in the classroom pieces, and then move to the theoretical pieces to analyze the larger forces that shape those moments.

Contents Include:

Edited by: Ethan Mintz and John T. Yun

ISBN 0-916690-34-2

Copyright 1999
416 pp.
HER Reprint Series No. 31

$22.95 (paper)

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Minding Women:
Reshaping the Educational Realm

"Minding Women embraces a generation of scholarship, culminating in major new work by leading scholars who are reconfiguring feminist research. This important collection will again change the way we think about race, history, education, and the lives of girls."

Sally Schwager, Director Women's History Institute, Harvard University

Research on women and girls has exploded during the past twenty years. Since 1977, when the Harvard Educational Review published Carol Gilligan's now-classic article "In a Different Voice," in which she argued so persuasively that women and girls must be understood on their own terms, researchers have been discovering, uncovering, and recovering women's ways of knowing, being, thinking, teaching, and learning. Minding Women charts the wealth of thought and writing related to women and girls and education that this process of discovery has produced.

Minding Women begins with a "Classics" section--articles that call attention to the lack of research on girls and women and describe the effect this has had on knowledge and society. The contributors then discuss feminist pedagogy, and how it has changed and been refined over time. Girls and young women are the focus of the next section. Too often their voices and viewpoints are excluded from these discussions, so some of their own writings are included here. The book then explores women's educational history, showcasing some of the rich work in this area over the past twenty years. Identity issues are addressed in the final section, acknowledging that substantial differences exist among groups of women and girls on how they experience the world and their roles, prospects, and lives.

Authors include Carol Gilligan, Kathleen Weiler, Linda Perkins, and Michelle Fine.

Edited by: Christine A. Woyshner and Holly S. Gelfond

ISBN 0-916690-32-6

Copyright 1998
275 pp.
HER Reprint Series No. 30

$24.95 (paper)

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Class Acts:
Teachers Reflect On Their Own Classroom Practice

"What compels some of us periodically to turn our classrooms inside out, pulling apart the status quo in order to test yet another notion we cannot get off our minds?...The teachers who describe their findings in Class Acts have been overtaken by their own unexpected disclosures; something is going on in their classrooms they must study closely and ponder grandly."

Vivian Gussin Paley, from the Foreword

In this remarkable collection of articles, teachers reflect on the complex worlds of their classrooms to gain a better understanding of their students, themselves, and the act of teaching. The contributors to Class Acts represent a diversity of backgrounds, subjects, grade levels, and educational philosophies. But they share a common approach: they all take time to reflect on finding new ways to listen to students, to make sense of their own teaching, and to take risks to transform work and social relations in their classrooms. The visions of classroom teaching in Class Acts are dynamic and inspiring. Read about how a third-grade teacher included the study of his students' urban neighborhood in his curriculum, or how a high school English teacher created a community of readers in her classroom. The teachers in Class Acts offer an engaging model of classroom teaching that stands in stark contrast to the traditional pedagogy found in U.S. schools.

Authors include Timothy Lensmire, Joan Kernan Cone, Marilyn Cochran-Smith, and Susan Lytle.

"In the midst of all the discourse on education, schooling, and schools, there remains one constant--the teacher. Much maligned and ever analyzed, teachers rarely have the opportunity to tell their stories. Class Acts both celebrates the teacher and forces us to look at and listen to the ways that teachers understand, re-think, and research their practices."

Gloria Ladson-Billings, Author, The Dreamkeepers; Professor, University of Wisconsin-- Madison

Edited by: Irene Hall, Carolyn H. Campbell, and Edward J. Miech

ISBN 0-916690-31-8

Copyright 1997
230 pp.
HER Reprint Series No. 29

$19.95 (paper)

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Facing Racism in Education


Second Edition

Talking about racism is never easy. But today, when many claim that racism is no longer a problem, it is more important than ever for educators to address the role of race and racism in education. For this reason we have published a second edition of our widely acclaimed 1990 book, Facing Racism in Education, which continues the work begun in the first edition of breaking the silence about the experiences of people of color in education. The second edition includes eight classic articles from the first edition, along with eight new articles that provide fresh approaches, insights, and strategies for change.

Edited by: Tamara Beauboeuf-Lafontant and D. Smith Augustine

ISBN 0-916690-30-X

Copyright 1996
360 pp.
HER Reprint Series No. 28

$25.95 (paper)

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Breaking Free:
The Transformative Power of Critical Pedagogy

Finally there is a book that provides readers with a clear introduction to the field of critical pedagogy, as well as the opportunity to interact with a wide variety of authors. Each chapter contains the key insights of the field as they were originally published in the Harvard Educational Review, with the helpful addition of editors' footnotes that explain new terms and concepts as they appear. But most important is the book's introduction, which gently leads readers into the central debates and insights of the field, explains the key concepts, and defines the basic terminology. To further enhance its usefulness, the book includes a glossary of terms and an annotated reading list. Breaking Free is an indispensable book for every teacher and teacher educator who is committed to transforming education at its most fundamental level.

Edited by: Pepi Leistyna, Arlie Woodrum, and Stephen Sherblom

ISBN 0-916690-29-6

Copyright 1996
275 pp.
HER Reprint Series No. 27

$27.95 (paper)

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Shifting Histories:
Transforming Schools for Social Change

This volume brings together the expert and timely writings of educational practitioners and researchers struggling to reform their classrooms to reach and teach diverse student populations. The contributors describe the importance of bringing one's own identity, culture, and history to discussions with disenfranchised communities. This book brings the reader into the classroom, where innovative teachers and researchers describe the transformative potential of personal experience when it is properly integrated into the learning environment. The balance between theory and practice makes Shifting Histories a valuable resource for teachers, school administrators, and policymakers alike.

Edited by: Gladys Capella Noya, Kathryn Geismar and Guitele Nicoleau

ISBN 0-916690-28-8

Copyright 1995
397 pp.
HER Reprint Series No. 26

$24.95 (paper)

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Teaching for Change:
Addressing Issues of Difference in the College Classroom

Teaching For Change is a unique and indispensable collection of articles that speaks directly to college educators about classroom learning and issues of difference. The contributors describe how they address issues of race, gender, and class in their courses, and attempt to ensure that their curricula and class discussions represent the perspectives of all students.

The contributors, who all teach at the college level, first provide the background situations at their institutions that led them to develop their curricula and courses. They then describe and evaluate the practical methods they use to encourage students to re-think their assumptions and behavior around issues of difference. And, finally, they address an important element of classroom learning: the difficulty of breaking down barriers that prevent productive dialogue about these issues.

Teaching for Change provides concrete examples of successful curricula that enhance the learning process for all students, making it an essential resource for today's college educators.

Edited by: Kathryn Geismar and Guitele Nicoleau

ISBN 0-916690-27-X

Copyright 1993
230 pp.
HER Reprint Series No. 25

$21.95 (paper)

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Arts as Education

This reprint book from the Harvard Educational Review focuses on the arts and their essential place in education. Arts as Education presents the voices of educators, from elementary school to university, who view the arts as central to their teaching and to their students' learning.

The lively essays in Arts as Education portray the arts as fundamental to education. From a music instructor's description of the use of computers in his harmony class, to a first-grade teacher's analysis of how the arts strengthen her students' understanding of what they learn, the contributors to Arts as Education define the arts as a necessary component of the learning process. In addition to these essays, Arts as Education also includes book reviews and an extensive resource directory of books, recordings, journals, and organizations relating to the arts.

Arts as Education highlights aspects of teaching and learning often dismissed by "traditional" schooling, and stresses the varied ways in which children and adults express themselves within our culturally diverse society. Arts as Education confirms the importance of arts in educational practice and debate, and is a valuable resource for facilitating and changing public discussion about the arts in education.

Edited by: Merryl Goldberg and Ann Phillips

ISBN 0-916690-26-1

Copyright 1992
167 pp.
HER Reprint Series No. 24

$15.95 (paper)

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Special Education at the Century's End:
Evolution of Theory and Practice Since 1970

Special Education at the Century's End is one of the most comprehensive examinations of special education to date. It traces special education's development into a major institution in the United States by examining the major debates and decisions that occurred during its growth from the early 1970s, a period of optimism and anticipation, through the current era of controversy and reevaluation.

Special Education at the Century's End begins with articles from the 1970s, a time when children's rights to educational equity were being established in the courts and legislatures. The book then examines the reforms initiated in the 1970s and presents the changes that still must be made to ensure equity and fairness in education. The final section concentrates on special education practice by reevaluating traditional approaches to educating special needs students and offering new alternatives for working with and understanding these students.

Edited by: Thomas Hehir and Thomas Latus

ISBN 0-916690-25-3

Copyright 1992
451 pp.
HER Reprint Series No. 23

$25.95 (paper)

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Language Issues in Literacy and
Bilingual/Multicultural Education

A collection of the Harvard Educational Review's most influential writings on language, ranging from classic theoretical approaches to language and literacy through recent articles on bilingual and multicultural education. Part I provides an overview of the classic theoretical approach. Part II considers literacy as a sociocultural product and Part III further extends the issues to bilingual and multicultural educational settings. Authors include Carol Chomsky, James Paul Gee, Sylvia Scribner and Michael Cole, Paulo Freire, and Ricardo Otheguy.

Edited by: Masahiko Minami and Bruce Kennedy

ISBN 0-916690-24-5

Copyright 1991
579 pp.
HER Reprint Series No. 22

$35.95 (paper)

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For Teachers About Teaching

Ten exceptional articles by classroom teachers and teachers of teaching contain moving accounts of individual teachers' struggles and insightful analyses of teachers' daily work.

Edited by: Maria Broderick, Daniel Chazan, Sandra Lawrence, Paul Naso, and Bobby Ann Starnes

ISBN 0-916690-22-9

Copyright 1988
89 pp.
HER Reprint Series No. 20

$9.95 (paper)

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Essays on Educational Research: Methodology, Testing, and Application

This volume examines conceptual aspects of educational research and limitations of the present state of the art.

Copyright 1983
356 pp.
HER Reprint Series No. 16

$18.95 (paper)

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Conflict and Continuity: A History of Ideas on Social Equality and Human Development

HER's 50th Anniversary Issue is a collection of outstanding articles on psychology and sociology.

Copyright 1981
471 pp.
HER Reprint Series No. 15

$16.95 (paper)

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Environment, Heredity, and Intelligence

This volume contains Arthur Jensen's article "IQ and Scholastic Achievement" and responses to it that address the problem of estimating heritability, the effects of environment on development, and the adequacy of Jensen's conception of IQ.

Copyright 1969
246 pp.
HER Reprint Series No. 2

$9.95 (paper)

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