Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogical discussion and debate.
We are particularly interested in articles that raise questions about the taken-for-granted in pedagogy as understood within a cultural and social context. We do not generally accept papers that simply report findings; we are focused more on the philosophical than on the purely empirical.
We do not publish work that is predominantly or entirely quantitative in focus or that is essentially psychological in nature. We do not accept articles that focus on the content review of textbooks, unless the work puts that analysis into a broader context to include substantial debate about pedagogy.
Our beliefs about pedagogical debate include the following broad parameters which should be reflected in your work, where relevant:
Pedagogical debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. It is not the preserve of teachers, politicians, academics or administrators but requires open discussion.
Pedagogical debate is eclectic and interdisciplinary: it draws on a wide range of different intellectual and practical traditions to clarify core problems and sustain deliberation.
Pedagogical debate should take account of the different cultural conditions ranging from the ‘post-colonial’ condition of many African and Asian countries to the ‘post-centralised’ condition of Eastern Europe and the ‘post-modern’ condition of Western liberal democracies. It should not be assumed by authors that readers will reside in the global north.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer-review, based on initial editor screening and anonymised refereeing by at least two anonymous referees.
Journal metrics
Usage
244K annual downloads/views
Citation metrics
1.9 (2023) Impact Factor
Q2 Impact Factor Best Quartile
1.7 (2023) 5 year IF
4.5 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.323 (2023) SNIP
0.630 (2023) SJR
Speed/acceptance
20 days avg. from submission to first
decision
61 days avg. from submission to first
post-review decision
6 days avg. from acceptance to online
publication
24% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editors: Vina Adriany - Universitas Pendidikan Indonesia, Indonesia Deevia Bhana - University of KwaZulu-Natal, South Africa Sally Campbell Pirie - University of Massachusetts, Amherst, USA Elizabeth Walton - University of Nottingham, UK Volker Wedekind - University of Nottingham, UK Yuwei Xu - University of Nottingham, UK
Compiling and copy editor: Tamara Bibby - Independent Scholar
Journal Administrator: Myrna Felix
Social Media Editor: Qiaohui Xue - University of Nottingham, UK
Editorial Board Members: Liselott Aarsand - Norwegian University of Science and Technology, Norway Ansgar Allen - University of Sheffield, UK Alfredo Bautista - The Education University of Hong Kong, Hong Kong SAR, China Fin Cullen - St Mary's University, UK Andrew Clapham - Nottingham Trent University, UK Brenton Doecke - Deakin University, Australia Christian Eidevald - Södertörn University, Sweden Jo Frankham - Liverpool John Moores University, UK Teresa Fowler - Concordia University of Edmonton, Canada Luis Armando Gandin - Universidade Federal do Rio Grande do Sul, Brazil Ian Hardy - University of Queensland, Australia Monika Kovacs - Eötvös Lorand University, Hungary Suzannie Kit-Ying Leung - The Chinese University of Hong Kong, Hong Kong SAR, China Vicky Macleroy - Goldsmiths, University of London, UK Wayne Martino - Western University, Canada Glenda McGrego - Griffith University, Australia Valentina Migliarini - University of Birmingham, UK Nicolina Montesano Montessori - Utrecht University of Applied Science, The Netherlands Dianne Mulcahy - University of Melbourne, Australia Teguh Wijaya Mulya - Universitas Surabaya, Indonesia Aparna Mishra Tarc - York University, UK Jan Nespor - Ohio State University, USA Eleni Oikonomidoy - University of Nevada, Reno, USA Carrie Paechter - Nottingham Trent University, UK Sarah Pearce - Goldsmiths, University of London, UK Zulfa Sakhiyya - Universitas Negeri Semarang, Indonesia Constanza-Herrera Seda - University of Santiago, Chile David Scott - University College London, UK Ashley Simpson - University of Edinburgh, UK Crain Soudien - University of Cape Town, South Africa Juliet Thondhlana - University of Nottingham, UK Margaretha Timmerman - University of Groningen, The Netherlands Georgina Tsolidis - Alfred Deakin Institute for Citizenship and Globalisation, Australia Marcus Weaver-Hightower - Virginia Tech, USA Michalinos Zembylas - Open University of Cyprus, Cyprus Junqing Zhai - Zhejiang University, China
Abstracting and indexing
Pedagogy, Culture & Society is abstracted/indexed in: Academic Search; ArticleFirst; Australian Education Index; British Education Index (BEI); CSA Sociological Abstracts; Current Abstracts; Dietrich’s Index Philosophicus; Education Research Complete; Education Research Index; Education Resources Information Center (ERIC); Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Source; Emerging Sources Citation Index ( ESCI); European Reference Index for the Humanities; International Bibliography of Periodical Literature (IBZ); International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (IBR); ProQuest Education Journals; Research into Higher Education Abstracts; SCOPUS®; SocINDEX; Studies on Women and Gender Abstracts.
Open access
Pedagogy, Culture & Society is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Pedagogy, Culture & Society and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Pedagogy, Culture & Society and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Pedagogy, Culture & Society and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Pedagogy, Culture & Society and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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