About this journal

Aims & Scope

Journal of Education Policy (JEP) is a globally recognised journal that publishes original research and analysis about education policy with a unique focus on investigations that advance debates and understanding about the changing design and influence of education policy.

The journal offers a global forum for publishing original research that advances debates and deepens understanding about education policy through diverse and complementary theoretical perspectives, comparative lenses and detailed examinations of different contexts, phases and levels of education. A valuable resource for academics, researchers, educators, students, and policy makers, JEP provides rigorous and original insight into policy framing and design, policy mobility and policy effects within the field of education. These issues are explored across multi-scalar contexts, from local jurisdictions to global institutions.

The journal accepts the following types of submission: original articles, book reviews and response papers.

Beyond mere description – The importance of theoretical and methodological robustness and innovation

The journal publishes papers that offer innovative methods and conceptual tools to framing and advancing studies about education policy. This includes papers that experiment with original forms of analysis or presentation.

The journal particularly welcomes papers that investigate education policy as a research object or analytic. It seeks contributions that mobilise various conceptualisations of policy through the provision of theory or exploration of diverse policy framings, policy histories and policy problems. Additionally, JEP encourages research that investigates the effects of policy on different institutional contexts and populations.

The journal is not wedded to a particular branch of theory or orientation. Rather, it is committed to publishing theoretically and methodologically innovative work of any description that ultimately leads to original and significant research.

Beyond national borders - Global audience

The journal is interested in analysis and theorisation of policy that have interest and relevance to a global audience. Therefore, a requirement of publication is that papers address the significance of the research for other geopolitical contexts. This is a key criterion for publishing in JEP.

The journal takes seriously the details of policy in different local, regional and national contexts. But those details need to be meaningful to a global audience through language and analysis that is accessible. Where an article is empirical, the article must ensure that the methodological discussion is adequate and demonstrates rigour and reflexivity in the collection, analysis and explanation of the evidence presented.

Listen to Stephen Ball, Founding Editor of Journal of Education Policy introduce the journal.

Please note that this journal only publishes manuscripts in English.

Readership:
Policy analysts and policy makers, researchers, teachers, students, educational administrators, educational managers, school leaders and governors.

Editors in Chief:
Antonio Olmedo - University of Exeter, UK
Andrew Wilkins - Goldsmiths, University of London, UK

Co-Founding Editors:
Stephen Ball - UCL Institute of Education, UK
Ivor Goodson - University of Brighton, UK

International Editor:
Christopher Lubienski - Indiana University, USA

Associate Editors:
Emiliano Grimaldi - University of Naples Federico II, Italy
Anna Hogan - Queensland University of Technology, Australia
Emma Rowe - Deakin University, Australia
Toni Verger - UniversitatAutònoma de Barcelona (UAB), Spain
Carol Vincent - UCL Institute of Education, London, UK

Book Review Editor:
Kate Hoskins - Brunel University London, UK

Consulting Editor:
Stephen Ball - UCL Institute of Education, UK

Editorial Advisory Board:
Camilla Addey - Universitat Autònoma de Barcelona, Spain
James Avis - University of Huddersfield, UK
Jason Beech - Monash University, Australia
Alice Bradbury - UCL Institute of Education, UK
Sara Bragg - UCL Institute of Education, UK
Katja Brøgger - Aarhus University, Denmark
Tae Hee Choi - The University of Southampton, UK
Jordi Collet-Sabé - University of Vic - Central University of Catalonia, Spain
Lucus Cone - Copenhagen University, Denmark
Scott Davies - University of Toronoto, Canada
Mathias Decuypere - Zürich University of Teacher Education (PHZH), Switzerland
Xavier Dumay - Université Catholique de Louvain, Belgium
Noah de Lissovoy - University of Texas at Austin, USA
Claudia Diaz Rios - University of Toronto, Canada
Laura Engel - George Washington University, USA
Alejandra Falabella - Universidad Alberto Hurtado, Chile
Jessica Gerrard - University of Melbourne, Australia
Sharon Gewirtz - King's College London, UK
Priya Goel La Londe - University of Hong Kong, Hong Kong
Brad Gobby - Edith Cowan University, Australia
Radhika Gorur - Deakin University, Australia
Ian Hardy - University of Queensland, Australia
Sigrid Hartong - Helmut-Schmidt-Universität, Germany
Jessica Holloway - Australian Catholic University, Australia
David Hursch - University of Rochester, USA
Huriya Kanwal Jabbar University of Southern California, USA
Janja Komljenovic University of Edinburgh, UK
Meg Maguire - King's College London, UK
Joel Malin - Miami University, USA
Nandini Manjrekar - Tata Institute of Social Sciences, Mumbai, India
Dennis Niemann - University of Bremen, Germany
Mark Olssen - University of Surrey, UK
John Owens - King's College London, UK
Laurence Parker - University of Utah, USA
Francesca Peruzzo - University of Birmingham, UK
Nelli Piattoeva - Tampere University, Finland
Sally Power - Cardiff University, UK
Linda Rönnberg - Umeå University of Sweden
Glenn Savage - University of Melbourne, Australia
James Scheurich - Indiana University-Purdue University Indianapolis, USA
Roberto Serpieri - University of Naples Federico II, Italy
Matthew Sinclair - Curtin University, Australia
Manuel Souto Otero - Cardiff University, UK
Meghan Stacey - The University of New South Wales, Australia
Greg Thompson - Queensland University of Technology (QUT), Australia
Pat Thomson - Nottingham University, UK
Erica O. Turner - University of Wisconsin-Madison, USA
Sofia Viseu - University of Lisbon, Portugal
Fei Wang - University of British Columbia, Canada
Ben Williamson - University of Edinburgh, UK
Ailei Xie - South China Normal University, China