The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to publishing original empirical and theoretical research, HER welcomes articles that present reflective accounts of educational activities from settings in the United States and abroad. Across all submissions, HER encourages authors to discuss how their identity and positionality may have shaped their research agenda, choice of methods, process of collecting and analyzing data, and the findings. Given that HER’s readership is broad, we advise that authors tailor their manuscripts for a generalist audience.
Over the years, HER has published rigorous and creative articles by and for those seeking justice and equity in/through education. As communities, educators, and students around the world continue to experience the impacts of the COVID-19 pandemic, climate change, increasing national and political polarization, and racial violence, we stand by our earlier commitment in advancing our mission of social justice scholarship. As such, the Editorial Board encourages the submission of manuscripts presenting original empirical and theoretical work as well as essays and Voices pieces that contribute to our understanding of educational theory and educational practice in the current historical moment. We encourage submissions from authors whose work addresses issues of educational equity and social justice, from BIPOC authors and authors of other identities underrepresented in academic publishing, and from early-career scholars.
It is the policy of HER to consider for publication only manuscripts that are not simultaneously being considered elsewhere, or that have already been published. To this end, HER requires that authors remove manuscripts from publicly available websites before submission.