The JOURNAL of EDUCATION and HUMANITIES

2016

if EPAA is credited and copies are not sold. Articles appearing in EPAA are abstracted in the Current

South African Review of Education , 2010

This article tracks the history of the Journal of Education over the last 40 years by focusing on four periods of its existence: establishment (1979-1973); consolidation, academic formalism and disappearance (1974-1985); re-establishment in a democratic South Africa (1993-1997); and development as an open, SAPSE- accredited journal (1998-2009). It explores the identities of distinct editorial regimes, its location in politicised time/space frameworks, and some of the contro- versies it has faced over its long history. It is an insider account, written by three of the journal’s editors and drawing on interviews with past editors as well as the existing documentation of the journal. It is not a qualitative analysis of the actual articles of the journal, preferring rather in this article to foreground the history, networks, personalities and shifting identities of the journal and its carriers.

2016

Waikato Journal of Education is a refereed journal, published annually, based in the

British Journal of Sociology of Education, 26, 5, 2005

In a previous BJSE article (Nixon and Wellington, 2005) we examined current trends in book publishing and how these have influenced and will influence the construction of the field of educational studies. (The latter study was a follow-up to an earlier study reported in Nixon, 1999.) This article focuses on journals and their editors and, to a lesser extent, the role that the peer review process plays in shaping the field of educational studies. We use (critically rather than deferentially) notions drawn from the work of Bourdieu (1996) – the ‘field of power’, defining boundaries, systems of dispositions, right of entry, and the ‘illusio’ – to consider and conceptualise data from interviews with 12 journal editors. Our own position in writing this article is as academic practitioners involved in reading, peer reviewing and editing academic journals within the field of educational studies.

2006

This journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research. Archiving This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. Publication Frequency There will be five issues of IJEDICT per year, in a continuous publication cycle. Articles will be published immediately in the current issue of IJEDICT on completion of the review/editing process. Publication Classification Details Key title: International journal of education and development using ...

As the official journal of the American Educational Studies Association (AESA), Educational Studies provides scholars, researchers, students, teachers, teacher educators, and administrators interested in social and educational foundations inside and outside of educational systems with an interdisciplinary, cross-disciplinary, and counter-disciplinary forum for the exchange and debate of contemporary ideas, issues, trends, and problems. We define "education" broadly to include those educational spaces that oftentimes go beyond formal schooling spaces. The journal draws from a wide array of disciplines of social and educational foundations, including: philosophy, history, politics, sociology, anthropology, geography, economics, women and gender studies, critical ethnic studies, as well as comparative, transnational, cultural, and diaspora studies. Our editorial team will continue the important work of previous editors in expanding and strengthening the journal's upward trajectory in terms of submissions, stature, visibility, and impact; and expand the quality, reputation, citations, and readership of the journal. We will bring together the work of both established and emerging scholars, from a variety of academic fields and disciplines and geographic locations, who theorize and practise social and educational foundations, broadly defined; and whose work promotes debate and dialogue and pushes beyond current understandings of research, theory, practice, and policy contexts. We value the great opportunity and responsibility bestowed upon our editorial team with regard to the stewardship of Educational Studies as a site for sociological imagination, radical love, scholarly invigoration, and sustainable praxis in difficult times. Our team is comprised of scholars from diverse institutions, geographic locations, and epistemological and methodological expertise. Combined, we have many years of experience engaging in the social and educational foundations with depth and breadth in school and community-based contexts that spans critical multicultural education, critical whiteness and race studies, culturally relevant pedagogy, Indigenous studies, curriculum studies, cultural studies, gender and disability studies, comparative, transnational, and diasporic studies, and social movement studies.

2009

ABSTRACT Once a research project has been completed, one of the most prestigious forms of publication is a journal paper. In the current outputs-driven environment there is not only increasing pressure to publish, but to publish in 'top tier'journals. However, there is little comprehensive information about the range and scope of refereed research journals in education.

Toward a Moratorium on Publishing in the Field of Educational Studies: Where is This Train Going?, 2019