The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the faculty of Education or any other Harvard faculty. (Print ISSN 0017-8055, Online ISSN 1943-5045)
The Harvard Educational Review 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 around the world continue to navigate complex social, political, and environmental challenges, we maintain our commitment to advancing social justice scholarship. 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 practice in the current historical moment.
We particularly encourage submissions from early-career scholars, authors whose identities are underrepresented in academic publishing, BIPOC authors, and all those who share a commitment to rigorous and creative scholarship.