Comparative Education

Comparative Education is an international peer-reviewed research journal which, since its inception in 1964, has significantly contributed to the growing importance of comparative perspectives in the analysis of educational issues in national, international, and global contexts at all levels/sectors.  

The journal engages with theoretical, conceptual and methodological debates in the broad field of comparative education. It publishes rigorous analyses of educational phenomena, policies and developments that are of theoretical and practical importance and of relevance to scholars, policy-makers and practitioners. We are particularly interested in in-depth studies investigating the interplay of international, cross-national and domestic forces in the shaping of educational ideologies, educational systems, and patterns of teaching and learning.

Submissions are welcomed from scholars engaged in high quality comparative research in all fields, including interdisciplinary studies, and from all paradigmatic perspectives in the social and human sciences. Contributors are expected, where appropriate, to engage with and build upon the existing body of scholarship published in the Journal and other significant texts in the field.

Peer Review Policy:
Papers submitted to Comparative Education undergo rigorous review. In the case of articles for open issues, following initial editor screening papers suitable for review are anonymised and read carefully by all members of the Editorial Board. Papers may also be sent to external reviewers should additional contextual, thematic or methodological expertise be required. After detailed consideration at an Editorial Board meeting, a decision is reached as to whether each paper should be rejected, revised and resubmitted for further consideration, accepted with revisions, or accepted outright. These processes ensure that all papers are read by multiple reviewers; that articles are subject to the same high standards of selection; and revision advice to authors is consistent. Because of the nature of the review procedure, detailed feedback cannot always be provided in the case of those papers not accepted.

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