The British Journal of Educational Studies

The British Journal of Educational Studies has become a central institution in the study of education. Its articles are relevant, accessible, and academically interesting. The Editor is fearless in publishing provocative work that really makes a difference”
- Michael A. Peters, University of Illinois and Editor of Educational Philosophy and Theory.

The British Journal of Educational Studies is one of the UK's foremost international education journals. It publishes scholarly, research-based articles on education which draw particularly upon historical, philosophical and sociological analysis and sources.

British Journal of Educational Studies provides:

  • Discussions of educational policy and educational issues that draw on the findings of research.
  • Articles that review policy developments outside the UK, acknowledging the significance of cross-national policy influences
  • Contributions from many academic disciplines and a variety of perspectives.
  • The most comprehensive book review section of any education journal published in the UK with, on average, sixteen reviews per issue.

Please see the attached guidelines on special issues.

For more information on the British Journal of Educational Studies visit the journal's website at www.tandfonline.com/rbje.


Special Issue
British Journal of Educational Studies
EDUCATION, SECURITY AND INTELLIGENCE STUDIES

Guest editor: Dr Liam Gearon (University of Oxford)

Call for papers

Education has become an integral element of national and international security landscapes, from surveillance, counter-surveillance, and intelligence gathering within educational institutions – from schools to universities – to curriculum development, pedagogy and institutional policy at national and global levels. This is notable in relation to countering – often but not exclusively religiously motivated – extremism and terrorism.

The interface of education, security and intelligence is thus evidenced by key policy documents worldwide, from national governments to intergovernmental agencies such as the United Nations and the Organization for Security and Cooperation in Europe (OSCE).

It is into this theoretically contested and ideologically fraught territory that educational institutions are demonstrably, often tacitly, drawn for security and intelligence purposes.

To interrogate further these new national and international intelligence landscapes, this Special Issue of the British Journal of Educational Studies invites theoretical and / or empirically oriented articles, including reviews of literature, which critically explore the interface of EDUCATION, SECURITY AND INTELLIGENCE STUDIES.

Deadline for full papers to be submitted for peer review: 1 APRIL 2015.

Please see http://mc.manuscriptcentral.com/bjes for submission guidelines.

Publication is scheduled for Volume 63(3), September, 2015.

Co-Editors:
Professor Gary McCulloch
Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK
Email: G.McCulloch@ioe.ac.uk

Professor James Arthur
University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
Email: J.Arthur@bham.ac.uk

Book Review Editor:
Dr. Andrew Peterson
School of Education, University of South Australia

Contact:
Aidan Thompson
Administrator, School of Education, University of Birmingham, Edgbaston, Birmingham, B15 2TT
Email: a.p.thompson@bham.ac.uk

Editorial Board Members:

  • Professor Gaynor Attwood, University of the West of England, UK
  • Professor Robin Barrow, Simon Fraser University, Canada
  • Dr Ghazala Bhatti, Bath Spa University, UK
  • Professor David Carr, University of Edinburgh, UK
  • Professor Paul Connolly, Queen's University, Belfast, UK
  • Professor James Conroy, University of Glasgow, UK
  • Dr Hilary Cremin, University of Cambridge, UK
  • Professor Teresa Cremin, The Open University
  • Professor Jon Davison, Canterbury Christ Church University, UK
  • Professor Karen Evans, Institute of Education, University of London, UK
  • Dr Liam Gearon, University of Oxford
  • Dr Shirley Lawes, Institute of Education, University of London, UK
  • Professor Carolyn Maher, Rutgers University, USA
  • Dr Andrew Peterson, University of South Australia, Adelaide, Australia
  • Professor Martin Thrupp, University of Waikato, New Zealand
  • Professor Louise Wilkinson, Syracuse University, USA