Educational Studies

Educational Studies Journal

Please come meet the new editors at the Editor's Roundtable in Toronto: Thursday October 30th 3:00PM– 4:30PM, in the book exhibit room.

About Educational Studies

Educational Studies, as the journal of the American Educational Studies Association (AESA), invites submissions relevant to AESA and the disciplines of social and educational foundations. AESA was established in 1968 as an international learned society for scholars, researchers, teacher educators, students, teachers, and administrators who are interested in social and educational foundations, both in and outside of schools. The organization has attracted scholars who engage within the disciplines of anthropology, economics, history, philosophy, politics, and sociology of education, as well as race/ethnic, gender, queer, cultural, comparative, and transnational studies. Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the above-mentioned fields of study. In addition to research articles, the journal invites submissions of reviews of books, films/documentaries, arts and new media; essays dealing with pedagogical issues in the Social Foundations courses; and other creative work relevant to Social and Educational Foundations scholarship.

Online Submissions Information

Aim and Scope
In addition to its traditional book review format, Educational Studies invites articles, essay reviews, media reviews, essays dealing explicitly with pedagogical issues in the Social Foundations classroom, and poetry. Articles are expected to be relevant to Social Foundations scholars and teachers by detailing discipline-based or interdisciplinary research. Publication is determined by juried review. For more information contact Rebecca Martusewicz at the address below. All statements of fact and opinion are the responsibility of the individual authors and do not represent the official positions of Eastern Michigan University or the American Educational Studies Association.

Each manuscript must be accompanied by a statement that it has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere. Authors are responsible for obtaining permission to reproduce copyrighted material from other sources and are required to sign an agreement for the transfer of copyright to the publisher. All accepted manuscripts, artwork, and photographs become property of the publisher.

Proofs and Reprints
Page proofs are sent to the designated author using Taylor & Francis' Central Article Tracking System (CATS). They must be carefully checked and returned within 48 hours of receipt. Reprints of individual articles are available for order at the time authors review page proofs. A discount on reprints is available to authors who order before print publication.

Roland Sintos Coloma, Miami University, Ohio, USA
Stephanie L. Daza, Manchester Metropolitan University, UK
Jeong-eun Rhee, Long Island University-Post, NY, USA
Binaya Subedi, The Ohio State University, USA
Sharon Subreenduth, Bowling Green State University, Ohio, USA

Assistant Editors
Lisa Lamson, Bowling Green State University, Ohio, USA
Mary Pigliacelli, Long Island University-Post, NY, USA
Chris Yaluma, Miami University, Ohio, USA.

The editorial team invite online submissions at:

Updated instructions for authors are also online.

The Educational Studies Journal Editorial Team email is

Online Submissions Guidelines

Article Submissions
The suggested length for articles is 25 to 30 double-spaced pages. Include an abstract at the start of the article. Do not include your name or any identifying information on the article itself. Check with the editor about the deadline for submissions to Special Issues. Other submissions are open and not subject to a deadline (see referencing guidelines below).

Review Submissions
Book reviews in Educational Studies are important scholarly contributions to the literature of education. Reviews are one way to help evaluate the quality of scholarship, to keep other scholars informed, and to examine important issues. A review should be looked at as an opportunity to critique scholarly work. In its own right, a review can be an original and creative contribution to scholarship. Emphasis should be given to the strengths, weaknesses, and possible implications of the work being reviewed. A careful analysis of the author's scholarship as well as the depth and breadth of the book is desirable. The reviewer should thus draw from his or her own knowledge, experience, and individual style when writing a review. The desired length of a review is 2,000 words. Please provide a word count at the end of the text.


Note: The Editor reserves the right to edit reviews received for publication and to reject or return for revision reviews that do not adhere to the Submission Guidelines.

Reviewers receive one (1) copy of the issue in which the review appears. Additional printed copies of the reviews are not available.

Bibliographic Information and Referencing Guidelines

Please put the bibliographic information and reviewer's name at the top of the first page, formatted as in the following example:

Learning Together: A History of Coeducation in American Public Schools.
David Tyack and Elisabeth Hansot. New Haven, Conn.:
Yale University Press, 1990. iv;
369 pp. $29.95; $XX.XX (include the cost of a paper edition if there is one).
University of California at Santa Cruz

Provide complete, formatted references, text citations, and notes according to The Chicago Manual of Style, fifteenth edition. See examples:

For journal:

Carr, Lynn C. 1998. ''Tomboy Resistance and Conformity: Agency in Social Psychological Gender Theory''. Gender and Society 12:528-553.

For a book:

Butler, Judith. 1991. Gender Trouble. New York: Routledge.

For a contribution to a book:

Norberg-Hodge, Helena. 1996. “The Pressure to Modernize and Globalize.” Pp. 33-46 in The Case Against the Global Economy and for a Turn Toward the Local. Edited by Jerry Mander and Edward Goldsmith. San Francisco: Sierra Club Books.

Illustration Submissions
Illustrations submitted (line drawings, halftones, photos, photomicrographs, etc.) should be clean originals or digital files. Digital files are recommended for highest quality reproduction and should follow these guidelines:

  • 300dpi or higher
  • Sized to fit on journal page
  • EPS, TIFF, or PSD format only
  • Submitted as separate files

Color illustrations will be considered for publication; however, the author will be required to bear the full cost involved in their printing and publication. The charge for the first page with the color is $900.00. The next three pages with color are $450.00 each. A custom quote will be provided for color art totaling more than 4 journal pages. Good-quality color prints should be provided at their final size. The publisher has the right to refuse publication of color prints deemed unacceptable.

Table and Figure Submissions
Tables and figures (illustrations) should not be embedded in the text, but should be included as separate sheets or files. A short descriptive title should appear above each table with a clear legend and any footnotes suitably identified below. All units must be included. Figures should be completely labeled, taking into account necessary size reduction. Captions should be typed, double-spaced, on a separate sheet. All other figures should be clearly marked in pencil on the reverse side with the number, author's name, and top edge indicated.


Read Educational Studies Online

As a member of American Educational Studies Association you are eligible to access Educational Studies online. Upon joining or renewing your membership, you should receive an email from the publisher of the journal, Taylor & Francis, with instructions for journal access and with your subscription activation code. The email will come from

Once you receive the email from Taylor & Francis:

  • If you ALREADY HAVE a account, please click the activation code link from the email and sign in to claim your access. That link contains a one-time activation code which will add access to Educational Studies to your account.
  • If you DO NOT ALREADY HAVE a account, then:
    1. Please go to and click "Register" in the upper right hand corner. Enter your name, country, and a valid email address, and choose a password to access your account. When finished entering your account information click Register. Then, check your email. A message from should appear within 30 minutes. Please check your Spam folder if you do not see it in your Inbox. Click the link in the message to activate your account.
    2. Return to the email from that contains your subscription activation code link, and click that link. That link contains a one-time activation code which will add access to Educational Studies to your account.

Once you have claimed access, you will be able to access journal content from any computer, any time by clicking on the following link and entering your email address and password.
This link will take you directly to journal content:
Educational Studies

If you have any difficulty, please contact and identify yourself as an International Society of the Learning Sciences member.



Member's Published Works

This page contains links to members' publications and is by no means exhaustive. If you would like to have a publication listed below, please contact: Richard Kahn


Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement
Richard Kahn

Invoking Mnemosyne: Art, Memory, and the Uncertain Emergence of a Feminist Embodied Methodology
Kelly Clark/Keefe

The Handbook of Leadership and Professional Learning Communities
C.A. Mullen, (Ed.)

Ethical Decision-making in Educational Administration: Leadership as Moral Architecture
Paul A. Wagner and Douglas Simpson

Battleground Schools (2 Vols.)
S. Mathison & E. W. Ross (Eds.)

The Educated Person: Toward a New Paradigm for Liberal Education
D. G. Mulcahy

Inclusion in Urban Education Environments: Addressing Issues of Diversity, Equity, and Social Justice
Denise E. Armstrong & Brenda J. McMahon

School Reform Critics: The Struggle for Democratic Schooling
Joseph L. DeVitis & Kenneth Teitelbaum (Eds.)

The College Curriculum: A Reader
Joseph L. DeVitis (Ed.)