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The aim of the International Journal of Qualitative Studies in Education (popularly known as QSE) is to enhance the practice and theory of qualitative research in education, with “education” defined in the broadest possible sense, including non-school settings.
The journal publishes peer-reviewed empirical research focused on critical issues of racism (including whiteness, white racism, and white supremacy), capitalism and its class structure (including critiques of neoliberalism), gender and gender identity, heterosexism and homophobia, LGBTQI/queer issues, home culture and language biases, immigration xenophobia, domination, and other issues of oppression and exclusion.
Research may employ a variety of qualitative methods and approaches, such as ethnography, grounded theory, life history, case study, curriculum criticism, policy studies, narrative, ethnomethodology, social/educational critique, phenomenology, deconstruction, genealogy and autoethnography, amongst others. In addition, innovative or provocative approaches to qualitative research as well as the way research is reported are encouraged. We also welcome theoretical papers, including discussions of ontology, epistemology, methodology, or ethics from a broad range of perspectives.
Peer Review Policy:
All research articles in this journal undergo rigorous peer review, based on initial editor screening or an internal review committee and external refereeing by at least two anonymous referees.
Readership:
Qualitative researchers in education, sociologists and anthropologists of education.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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