About
Welcome to the Berkeley Review of Education, a peer-reviewed interdisciplinary journal published online and edited by students from the School of Education at the University of California, Berkeley. The Berkeley Review of Education engages issues of educational diversity and equity within cognitive, developmental, sociohistorical, linguistic, and cultural contexts. The BRE encourages submissions on research and theory from senior and emerging scholars, practitioners, and policy-makers. To submit a paper, please click on "Submit Manuscript" in the navigation bar.
Volume 13, Issue 2, 2025
Articles
- Geography and College Choice: A Systematic Literature Review Using Critical Race Spatial Analysis
This systematic literature review analyzed the theoretical frameworks and methodological approaches higher education researchers used to examine the intersections between geography and student college choice. The literature review was guided by Critical Race Spatial Analysis, a conceptual framework and methodological approach for studying the interconnections between race, racism, space, and educational opportunity. The synthesis and analysis of 24 peer-reviewed empirical journal articles revealed that higher education researchers typically failed to employ a theoretical framework to conceptualize these intersections or relied on race-neutral economic perspectives to study geographic disparities in college choice. The analysis of the methods used by higher education researchers found that scholars over-relied on quantitative research approaches, such as regression analyses. These findings suggest that future research examining the intersections between geography and college choice should consider employing critical, raced-gendered, and spatial theories, as well as qualitative or mixed methods to address pressing gaps in college choice research.
- On the Pathway of a Progressive Revolution: A Conjunctural Analysis of New York City School Reopening in the COVID-19 Crisis
This study examines the political debate surrounding New York City’s school reopening during the COVID-19 pandemic. Informed by Stuart Hall’s intellectual work, the author views the COVID-19 pandemic as a conjuncture in the terrains of social movements, where discursive possibilities for critical reflections and democratic transformations became available. In this article, the author first focuses on the neoliberal values and ideologies that prioritize the economy and exercise the power of rationality. She then investigates how Hall’s concepts of articulation and hegemony supported us to examine the ways race, class, and other social factors interacted within the contemporary sociopolitical context. The analysis demonstrates the empowerment and solidarity people built through engaging in the PEP public hearings and provides insights into rethinking what the educational and social system could look like in the post-COVID world.