#  Justin Hauver 

 

 



   ![Justin Hauver](/sites/g/files/omnuum9911/files/styles/hwp_4_5__480x600/public/2026-03/Justin%20Hauver.png?itok=-Aup0qfD) 

 



 





 

Justin Hauver is a PhD candidate at the Harvard Graduate School of Education, where he studies how teachers come to embody unruly love. His project follows the experiences of novice teachers across a year using interviews, photovoice inquiries, and participant journal entries. These layered forms of documentation reveal that becoming a teacher is more unruly than lists of best practices might suggest. Alongside content knowledge and pedagogical techniques, teachers must learn to care for unpredictable students, navigate competing values, and tend to evolving selves. Beyond its epistemic concerns, teaching is a site of existential and ethical formation animated by the love that sustains relationships and grounds practical reason. Justin examines how new teachers grapple with that unruly love. Such accounts, he hopes, can foster forms of teacher development better able to address the moral injury and demoralization that permeate the profession.

Prior to his doctoral journey at Harvard, Justin spent a decade teaching secondary history at public schools in Louisiana and California while also serving in a variety of leadership roles, including instructional coach and curriculum developer. He earned a Fulbright Distinguished Award in Teaching Fellowship and completed a BA in philosophy and German from UC Berkeley as well as an M.Ed. from HGSE.



 

 

 





 

 

- ## Current Role
    
     [Graduate Fellow](/current-role/graduate-fellow)