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Abstract
In a previous British Journal of Sociology of Education article (Nixon & Wellington, Citation2005) 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 [Citation1999].) The present 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 (Citation1996)—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.
The plea is to recognise that the pen is a mighty sword. We are of course embedded in practices and constrained by them. But these practices owe their dominance in part to the power of a normative language to hold them in place, and it is always open to us to employ the resources of our language to undermine as well as to underpin the practices. We may be freer than we sometimes suppose. (Skinner, Citation2002, p. 7)
Acknowledgements
The authors would like to thank all the editors involved in this study and the two anonymous referees who commented on an earlier draft of this paper.