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Beijing International Review of Education

Official Journal of Beijing Normal University

This international journal is a subscription-based, peer reviewed, general review of educational theory, history, philosophy and related empirical sciences that aims to publish a wide range of articles in English. It has a particular focus on the contribution of education -- socially, morally and economically -- to society, culture and economy. The journal welcomes articles on significant new research as well as material of a more reflective nature. The Beijing International Review of Education aims to publish articles that are of interest not only to academics and policy makers but also teachers and members of the public. All articles in this journal undergo rigorous peer review.

Editor-in-Chief Stephen G. Parker

Religion and education is a dynamic and increasingly important area of work, intersecting the fields of theology and religious studies, and drawing upon the foundation disciplines and methodologies of philosophy, sociology, psychology and history of education. It is particularly focused upon religious education as variously conceived in different domestic, religious, educational, social and national contexts. Brill Research Perspectives in Religion and Education provides researchers with the opportunity to give an account of the most recent scholarship and to define and direct the agenda for future research. Written as single or co-authored monographs with an accompanying bibliography, each specially commissioned issue contains a 50 to 100-page article on a given theme, offering a critical and up-to-date summary of research, commentary and analysis. As ‘religion and education’ grows in importance, this series will contribute to making knowledge accessible and debate internationally informed.

Forthcoming 2019
Volume 1, Issue 1: Religion and Education: Critically Mapping the Field, by Stephen G. Parker, Jenny Berglund, David Lewin, and Deirdre Raftery
Volume 1, Issue 2: Psychology and Religious Education, by Leslie J. Francis
This is a multidisciplinary journal dedicated to conceptualizations of criticality in media literacy. The focus is on articles that engage with media in ways that disrupt the normative discourses perpetuated through market logics and dominate institutions, promote ways of thinking critically about and with digital media culture, and present opportunities for analyzing and interpreting the codes, conventions, and ideologies implicit in our media saturated lives. It also centers on the ways in which critical media literacy is absent in today’s standardized educational curriculum. JCML has two issues per volume. It is a peer reviewed journal and is available as hard copy and online. The hard copy issues can include artwork, and photographs. The on-line version can include artwork, photographs, audio and videos. Manuscripts can cover but are not limited to such topics as: the history of the field of critical media literacy, the state of critical media literacy studies and the urgency of critical media literacy knowledge at the present historical moment, critical media literacy in classrooms, etc.

For questions and/or submissions please contact the Editors, Bill Reynolds and/or Brad Porfilio.

Triple Helix

A Journal of University-Industry-Government Innovation and Entrepreneurship

Editor-in-Chief Henry Etzkowitz

The Triple Helix of university-industry-government relations is an internationally recognized model for understanding entrepreneurship, the changing dynamics of universities, innovation and socio-economic development.

The aim of the journal is to publish research for an international audience covering analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions. The objective is to unite key research on the transformations of universities, capitalization of knowledge, translational research, spin-off activities, intellectual property, knowledge and technology transfer, as well as the international bases and dimensions of Triple Helix relations, their impacts, social, economic, political, cultural, health and environmental implications as they arise from and shape Triple Helix interactions.

Open to all innovation authors, the special mission of the journal is to be an international outlet also for innovation scholars from developing countries.
This is a fully Open Access journal, which means that all articles are freely available online, ensuring maximum, worldwide dissemination of content, in exchange for an Article Publication Charge. For more information visit the Brill Open dedicated webpage.

As the first-ever video journal of education and pedagogy, owned by the Association for Visual Pedagogies Inc (AVP), our aim is to initiate a new movement in education publishing. VJEP integrates visual approaches to educational research and practitioner knowledge concerning learning and teaching in its broadest sense. It facilitates the rapid spread of ideas and open access to video pedagogy demonstrations in an international and comparative context in an ‘author pays’ model that is based on institutional subscriptions. The VJEP provides a platform for cross-disciplinary research and demonstrated pedagogy while providing a ready means to capture and globally share practitioner knowledge. VJEP wants to establish a new frontier in education publishing and scientific communication and to promote the aims of the Association for Visual Pedagogies (AVP) which seeks to privilege all things visual in thought and practice.

In particular, the journal focuses on 3 main areas:

- Educational research at large, in all forms of education and pedagogy, containing a strong video/visual component. The video component must be outstanding either in the methodology, in the way data were collected, or results that are shown. This includes in particular:
o Teacher education
o Classroom teacher and child observation
o Workplace learning
oTechnology and social learning across multi-disciplinary domains of practice
- Visual approaches to educational research
o Research on new visualization methodologies
o Research and case-based studies to facilitate video data collection, dissemination, critical engagement and analysis
o Integrated approaches

- Research in visual and digital humanities, including philosophical reflection on the use of digital and visual resources in the humanities, particularly:
o Philosophical approaches in the study of visuality in education and society
o Other forms of visual pedagogy such as documentary, film and social media
o Cultural analytics, cultural studies and ethnography

VJEP will publish 10 articles per volume per year, including interviews and videos on teaching practice. The papers will be published online only at regular intervals to maintain the journal’s impact and each will have a video component. Manuscripts will be subject to a rigorous anonymous peer review process.

Need support prior to submitting your manuscript? Make the process of preparing and submitting a manuscript easier with Brill's suite of author services, an online platform that connects academics seeking support for their work with specialized experts who can help.

To submit your paper and proposals please contact Michael A. Peters (mpeters@bnu.edu.cn) and Jayne E. White (jayne.white@rmt.edu.au)

Association for Visual Pedagogies (AVP), in collaboration with RMIT presents the 4th international AVP conference: Ocular becoming in dangerous times: The politics of 'seeing'. Please find more information on the conference and submissions here.

Vierteljahrsschrift für wissenschaftliche Pädagogik

Im Auftrag der Görres-Gesellschaft

Founded in 1925, the "Vierteljahrsschrift für wissenschaftliche Pädagogik" has been well established for decades as a highly respected forum for debates on educational topics. With its distinct focus on the humanities and cultural studies, the journal sees itself as a medium of communicative dialogue, which is able to highlight its distinctive features in comparison with other sciences and to communicate these based on a theoretical and practice-oriented perspective.
In these attempts to clarify and gain understanding from a theoretical perspective, the major focus is on the way the educational process progresses, on those social, cultural, political and unconsciously effective factors and phenomena that are involved as well as on the participants (in their various different contexts). Against the background of anthropological, educational and theoretical as well as methodological perspectives, performative actions and their staging at the intersection of individual, institution, and society are considered, in order to advance, on the one hand, the understanding of pedagogical heterogeneities, and on the other hand, to develop further educational science knowledge.
Clarifications of empirical diversity that are ideologically critical and profoundly founded on theory are aimed to help to understand and differentiate pedagogical contexts in their complexity.