Educational Review is a leading research journal for generic educational scholarship. For almost seventy-five years it has offered cutting-edge scholarly analyses of global issues in all phases of education, formal and informal, in order to rethink and shape the future of education. It publishes peer-reviewed papers from international contributors across a range of education fields and/or perspectives within and across different socio-political contexts and geographical locations.
Articles offer original insights into:
- childhood
- communities
- curriculum construction and critique
- equity and inclusion
- international and comparative education
- leadership
- the learning experiences of adults, children and young people around the world
- parental involvement
- pedagogy
- policy
- the politics of education
- practice
- professional lives and work
- teachers/teaching
- theory and methods for conducting educational research.
Perspectives taken include:
- geographical
- historical
- philosophical
- psychological
- sociological.
Readership is aimed at educators, researchers, policy makers, and many others with an interest in education.
The editor welcomes high quality, original articles that fall within the above scope, especially those that encourage and enhance debate on a strong social justice agenda and critical enquiry in education, besides innovative new theoretical and methodological scholarship. To this end, the journal, supported by Taylor & Francis, offers an annual “Article of the Year” Award in recognition of outstanding contributions in this area.
A regular feature of the journal is state-of-the-art review articles that critically analyse existing educational research in order to: a) evaluate the effectiveness of methodologies, philosophies, theories and the implications of findings of the original research; b) identify gaps in the literature and possible avenues for future research to address these in a boundary-pushing way ; c) offer new insights into the topic, for instance using the research synthesis to advance a new model or perspective that can be utilised in future studies.
An extensive range of recently published books is reviewed, showcasing and critically engaging with the latest educational research from a variety of international authors and publishers. The journal is committed to supporting the development of newer researchers, offering publication opportunities and editorial support through the “ Influential Readers” book review series in addition to the above submission types.
The editorial board invites proposals for special issues on topics of the utmost relevance to the journal’s international, generalist readership, as well as commissioning them.
Authors are strongly encouraged to consult the Instructions for Authors for guidance on how to prepare manuscripts and information on how to submit an article.
The journal offers seven issues per year.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Authors can choose to publish gold open access in this journal.
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