Comparative and international studies in education address themes of major interest to policy makers and academics. They illuminate the role of education in development, in maintaining or challenging the existing social order, and the interaction of the local, the national and the global in education systems, institutions and practices. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and governance.
The editors welcome papers which reflect on practice from early childhood to the end of adult life, in formal and non-formal education and learning. All papers should include a comparative and/or international dimension. We define ‘comparative’ in its widest sense – papers do not need to be comparing different countries or contexts, but may be comparing across time, cultures (e.g. insider/outsider perspectives) or between different groups or systems (e.g. indigenous and mainstream education). However, all papers, including single country case studies, must engage with wider theories and debates in the field of comparative and international education and must include a global perspective. In particular, we are seeking originality and articles that bring a new and fresh perspective to a topic or theory. Case studies of under-researched aspects of the field and countries about which little is known also have our keen interest. In all cases, the context which is focused on in the article must be discussed clearly. Apart from engaging with the wider literature, papers must be empirically and methodologically robust. All articles are subject to anonymous reviews to ensure high quality and originality.
Compare is striving to be inclusive of a range of writing genres and knowledge traditions in an effort to engender greater equality/representation in academic publishing. This means that we are particularly interested in papers challenging dominant paradigms and offering alternative approaches in terms of theories or methodologies in educational research.
In recent years Compare has experienced a high and growing number of submissions. As the journal can accommodate only a limited number of articles per year, we have had to become more selective in accepting papers for publication. We strongly recommend that authors read our aims and scope carefully before submitting their papers.
Peer Review Policy:
All articles are subject to rigorous peer review, based on initial screening and anonymised refereeing by at least two referees.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
Submitting an article from your PhD
We consider articles that draw on research conducted for a doctorate but, any verbatim text from your dissertation must be acknowledged on submission of the article. This acknowledgement will need to be anonymised for review. Generally, we advise against using direct text from a dissertation/thesis as you are writing with a different intent for a different audience when submitting an article to Compare.
Anonymising your article
Compare operates a double anonymized peer review process, therefore when submitting your article all personal identifiers - including comment boxes disclosing identity - must be removed. You may of course refer to your own work, but you should not name yourself. In the text, the protocol is, for example, 'Author 2022', and, in the references list the same protocol should be followed. In addition, no reference should be made to institutions unless you indicate clearly that you have permission to name them. For example, if you are writing about research that you conducted in three universities, they should not be named without specific permission to do so.
Authorship
Authors are required to follow the publisher's policy on authorship, details can be found here.
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