About this journal

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.

br />
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.

Editors:
Professor Catherine Montgomery - University of Durham, UK
Professor Julia Paulson - University of Bristol, UK
Dr Uma Pradhan - Universty College London, Institute of Education, UK
Dr Peter Sutoris - University of Leeds, UK

Founding Editor:
Leon Boucher - formerly Dean of Education, Chester College, UK

Review Editor:
Aizuddin Mohamed Anuar - Keele University, UK

Editorial Board Members:

Chair: Tejendra Pherali - University College London, UK
Ben Alcott - University College London, UK
Ellen Boeren - University of Glasgow, UK
Kun Dai - Chinese University of Hong Kong
Naureen Durrani - Nazarbayev University, Kazakhstan
Helen Hanna - Manchester Institute of Education, UK
Dina Kiwan - University of Birmingham, UK
Jack Lee - University of Glasgow, UK
Miguel Antonio Lim - University of Manchester, UK
Jason Cong Lin - Zhejiang University, China
Nicola Pensiero - University of Southampton, UK
Tingting Yuan - University of Nottingham, UK
Thushari Welikala - St. George's, University of London, UK
Yun You - East China Normal University, China
Qiang Zha - York University, Canada

International Advisory Board:

Doria Abdullah - Universiti Teknologi Malaysia
Paul Andrews - Stockholm University, Sweden
Niaz Asadullah - Monash University, Malaysia
Maria Jose Bermeo - University of Los Andes, Colombia
Maria Lucia Castanheira - Universidade Federal de Minas Gerais, Brazil
Sondra Cuban - Western Washington University, USA
Gunther Dietz - Universidad Veracruzana, Mexico
Sothy Khieng - Director, Cambodian Development Resource Institute, Cambodia
Moosung Lee - Yonsei University, Korea & University of Canberra, Australia
Relebohile Moletsane - University of KwaZulu-Nata, South Africa
Daniel Muijs - Academica University of Applied Sciences, Netherlands
Eugene Ndabaga - University of Rwanda
Keiichi Ogawa - Kobe University, Japan
Sou Kuan Vong - University of Macau
Elizabeth Anderson Worden - American University, USA
Miri Yemini - Tel Aviv University, Israel
Ali Yildirim - University of Gothenburg, Sweden
Aristotelis Zmas - Aristotle University of Thessaloniki, Greece

College of Reviewers:

Tülin Acar - Education and Counselor Center, Parantez
Salim Akoojee - University of Witwatersrand, Johannesburg
Ben Alcott - UCL Institute of Education, UK
Alice Aldinucci - University of Glasgow, UK
Terry Allsop - Independent Education Management Professional
Lynn Ang  - University College London, UK
Niaz Asadullah - Monash University, Malaysia
Beatrice Avalos - University of Chile, Chile
Masooda Bano - University of Oxford, UK
Antje Barabasch  - SFIVET, Switzerland
Lesley Bartlett - University of Wisconsin-Madison, USA
Ghada Barsoum - The American University in Cairo, Egypt
Jason Beech - Universidad de San Andres
Maria Bermeo - University of los Andes
Ellen Boeren - University of Glasgow, UK
Nalini Boodhoo - University of East Anglia School of Education and Lifelong Learning
Eleanor Brown - University of York, UK
Alison Buckler - Open University in the East of England
Elizabeth Buckner - University of Toronto, Canada
Richard Budd - Liverpool Hope University, UK
Tony Bush - University of Nottingham, UK
Soo-yung Byun - Pennsylvania State University, USA
Maria Lucia Castanheira - Universidade Federal de Minas Gerais
Maia Chankseliani - University of Oxford, UK
Priti Chopra - University of Greenwich, UK
Qiongqiong Chen - University at Buffalo, SUNY
Michael Crossley - University of Bristol, UK
Barbara Croussouard - University of Sussex, UK
Rebecca Clothey - Drexel University, Philadelphia
Sondra Cuban - Western Washington University
Gunther Dietz - Universidad Veracruzana
Naureen Durrani - University of Sussex, UK
Sarah Dryden-Peterson - Harvard University, USA
Caroline Dyer - University of Leeds, UK
D. Brent Edwards - University of Hawaii
Dr Laura C. Engel - The George Washington University, USA
Karen Evans - University College London, UK
Greg Fairbrother - Hong Kong University, Hong Kong
Giuditta Fontana - University of Birmingham, UK
Kim Foulds - Quinnipiac University, USA
Cory T. Forbes - University of Michigan, USA
Katherine Forestier - University of Hong Kong, Hong Kong
Alexander Gardner-Mctaggart - University of Manchester, UK
Suresh Gautam - Kathmandu University, Nepal
Ram Gir - Monash University English Language Centre, Australia
Derek Glover - Keele University, UK
Sue Grey - University College London, UK
Qing Gu - University College London, UK
Waheed Hammad - Sultan Qaboos University, Oman
Daniel Hammet - Sheffield University, UK
Christine Han - University College London, UK
Helen Hanna - Manchester Institute of Education, UK
Joanna Harma - University of Sussex, UK
Nicki Hedge - University of Glasgow, UK
Anthony Hopkin - Independent Researcher, UK
Cathy Hutchings - University of Cape Town, South Africa
Germ Janmaat - University College London Institute of Education, UK
Catherine Jere - UEA, UK
Peter Kelly - University of Plymouth, UK
Sothy Khieng - Cambodian Development Resource Institute, Cambodia
Dina Kiwan - University of Birmingham, UK
Stephanie K. Kim - Georgetown University School of Continuing Studies, USA
Sehiy Kovalchuk - University of Toronto, Canada
Miguel Antonio Lim - University of Manchester, UK
Yann Lebeau - University of East Anglia, UK
Jack Lee - Glasgow University, UK
Moosung Lee - University of Canberra, Australia
Sarah Lange - Otto Friedrich Univ Bamberg, Germany
Paul Lynch - University of Birmingham, UK
Liya Kalinnikova Magnusson - University of Gävle, Sweden
Rafsan Mahmud - Bangladesh Open University
Tendayi Marovah - Midlands State University, Zimbabwe
Robin Marsh - University of California, USA
Barbara Mayor - The Open University
Tristan McCowan - University College London Institute of Education, UK
Malcolm Mercer - BAICE Honorary Member
Lizzi ​Okpevba Milligan - University of Bath, UK
Relebohile Moletsane - University of KwaZulu-Natal
Bob Moon - The Open University
Daniel Muijs - Office for Standards in Education Children's Services and Skills
Benjamin Mulvey - Education University of Hong Kong
Susie Miles - University of Manchester, UK
Yulia Nesterova - University of Glasgow, UK
Diego Nieto - University of Toronto Ontario Institute for Studies in Education
Oanda Ibrahim Ogachi - Council for the Development of Social Science Research in Africa
Keiichi Ogawa - Kobe University's Graduate School of International Cooperation Studies (GSICS), Japan
Norbert Pachler - University College London, UK
Jenny Parkes - University College London, UK
Vassiliki Papatsiba - University of Sheffield, UK
Nicola Pensiero - University College London, UK
Tejendra Pherali - University College London Institute of Education, UK
John Polesel - Melbourne Graduate School of Education, Australia
Adam Poole - Beijing Foreign Studies University
Raihani Raihani - State Islamic University, Indonesia
Namrata Rao - Liverpool Hope University, UK
Anna Robinson-Pant - University of East Anglia School of Education and Lifelong Learning
Ricardo Sabates - University of Cambridge, UK
Florin D. Salajan - North Dakota State University, USA
Yusuf Sayed - University of Sussex, UK
Nicola Savvides - University of Bath, UK
Svetlana Shenderova - Tampere University, Finland
Noah W. Sobe - Loyola University, USA
Fauzia Shamim - Ziauddin University, Pakistan
Nidhi Singal - Cambridge University, UK
Renu Singh - University of Oxford, UK
Richard Tabulawa - University of Botswana, Botswana
Matthew Thomas - University of Glasgow, UK
Juliet Thondhlana - University of Nottingham, UK
Sheila Trahar - University of Bristol, UK
Ly Tran - Deakin University, Australia
James Urwick - Education consultant
Wiel Veugelers - University of Humanistic Studies, Netherlands
Sou Kuan Vong - University of Macau
Melanie Walker - University of the Free State, South Africa
Anthony Welch - The University of Sydney, Australia
Jo Westbrook - University of Sussex, UK
Alexander Wiseman - Texas Tech University, USA
Freda Wolfenden - The Open University
Steve Woodfield - Kingston University, UK
Ewan Wright - The Education University of Hong Kong
Peidong Yang - National Institute of Education, Singapore
Rui Yang - Hong Kong University, Hong Kong
Miri Yemini - Tel Aviv University
Ali Yildirim - University of Gothenburg
Yun You - University College London, UK
Malak Zaalouk - American University in Cairo, Egypt
Qiang Zha - York University, Canada
Shengli Zhan - Hong Kong University, Hong Kong
Aristotelis Zmas - Aristotle University of Thessaloniki, Greece

updated 21 March 2024 

News, offers and calls for papers

News and offers

• Special Collection on Palestine and Israel
• Subscribe to the Compare Podcast Series!

The British Association for International and Comparative Education (BAICE), Charity Number 1198916, is an association that promotes the advancement of education for the public benefit in the subject of comparative and international education. BAICE is the British affiliate of the World Council of Comparative Education Societies (WCCES).

BAICE members are eligible to receive online access to all issues and print copies of current issues of the journal Compare, and online access to 10 further journals published by Routledge, Taylor & Francis Group, including Comparative Education, Globalisation, Societies and Education, and the Journal of Education Policy.

Members also receive a discount on Routledge, Taylor & Francis Group books and a subscription discount to Comparative Education and/or Globalisation, Societies and Education.

For submission information read the Compare: A Journal of Comparative and International Education Instruction for Authors. 

To register as a peer reviewer for the journal visit the submission site. For reviewer training opportunities, discover our Peer Reviewer Training Network. 

Compare Podcast Series
The Compare Podcast Series brings you interviews with internationally recognised scholars in the field of international and comparative education. The podcast aims to disseminate in a non-academic language research insights published by the journal Compare among educators, students, policymakers and the wider global education community. 

In each episode, one of our hosts together with one member of the Compare Editorial Board engage in a 30-40 minute conversation with an academic to discuss research that relates to educational development and change in different parts of the world.

Subscribe to the Compare Podcast Series, share its content with friends and colleagues, and feel free to use it as learning material in your teaching and professional context. 

Please visit the Compare Podcast Series here.