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Policy Futures in Education

Policy Futures in Education

Other Titles in:
Educational Policy

eISSN: 14782103 | ISSN: 14782103 | Current volume: 22 | Current issue: 6 Frequency: 8 Times/Year
Policy Futures in Education is a peer-reviewed international journal that is futures-oriented and committed to promoting debate in education among university academics, practising policy analysts in government and local government, national and international policy advisors, politicians, members of policy think-tanks and world policy agencies such as the World Bank, OECD and the European Union. The journal has a strong experimental focus and emphasises innovative thinking in education policy and theory from a range of diverse viewpoints.

The journal is committed to promoting debate within actual existing policy communities. It publishes dedicated issues on current policy debates, national reviews, reports from international agencies, as well as traditional academic papers. It also contains a special feature that encourages debates through interviews (especially with politicians, members of government departments, experts), symposia, and right of reply.

This journal is a member of the Committee on Publication Ethics (COPE).

Policy Statement

Why policy futures in education? The shift of gravity in politics and public policy has moved beyond the post-war welfare state settlement with its institutionalised compromise between the demands of capital and labour. Neoliberalism, with an emphasis on privatisation of public assets and services, has dominated Anglo-American politics over the last 20 years and continues to exert a strong influence on Third Way politics and policies. Globalisation, underwritten by developments in telecommunications and information technologies and the ideology of 'free trade' agreements, has continued apace, promoting a form of world economic integration. There has been a progressive automation of the tertiary sector and a shift to service-oriented industries, which has accompanied the rise of the 'knowledge economy'. At the same time, state education at all levels is now open to competition from non-traditional providers, as evidenced by the recent GATS agreement, and teachers' work has been reconceptualised. National governments, under the banners of 'choice' and 'diversity', are experimenting with new forms of schools and education that are based on customised responses to individual needs. The Labour Government in the United Kingdom, for instance, has talked of the 'end of the comprehensive era' - the end of mass schooling as we know it, and seeks to develop a range of specialist schools. All of these factors and trends, in their complex interaction, have increased the significance of education both as one of the leading services of the future and as one of the few governmental means through which issues of social inclusion, social cohesion, national culture and identity, and citizenship can be addressed. Policy Futures in Education intends to highlight these policy issues and to address the question of educational futures in all its policy aspects.

Policy Futures in Education is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of policy in all areas related to education. The journal welcomes submissions from a broad range of disciplines underpinning policy studies, including Western, non-Western and indigenous perspectives of local and global policy. The journal publishes original research, contemporary debates, issues and interviews, new cutting-edge theoretical policy frameworks and outlooks and reviews of relevant books. The papers published in this journal represent rigorous research and scholarship and aim to lead up-coming and contemporary thought and thinkers in the field.

Policy Futures in Education publishes both regular issues and special issues on specific subject areas, policy commentaries and reviews of significant topics. The readership of the journal consists of academics, practitioners and policy makers across the disciplines and fields of education, sociology, anthropology, women and gender studies, critical psychology, philosophy, childhood studies, environment, law, human and social sciences, social work and many others.

Editor-in-Chief
Marek Tesar University of Auckland
Deputy Editor
Sonja Arndt University of Melbourne, Australia
Associate Editor
David W Kupferman University of Hawaii–West Oahu, USA
Associate Editor (Book Reviews)
Glenn Toh Nanyang Technological University, Singapore
Associate Editor (Strategic Engagement)
George Lazaroiu Spiru Haret University, Romania
Editorial Assistant
Jennifer Boyd University of Auckland, New Zealand
Editorial Advisory Board
Vina Adriany Universitas Pendidikan Indonesia, Indonesia
Kristine Alexander University of Lethbridge, Canada
Ricky Lee Allen University of New Mexico, USA
Antonio Amorim University of Campinas, Brazil
Michael Apple University of Wisconsin-Madison, USA
Stephen Ball Institute of Education, University of London, UK
Brian Barrett State University of New York at Cortland, USA
Gert Biesta Brunel University London, UK
Edward Brockenbrough University of Pennsylvania, USA
Nicholas Burbules University of Illinois at Urbana-Champaign, USA
Stefania Capogna University of Rome, Italy
Mike Cole University of East London, UK
Bronwen Cowie University of Waikato, New Zealand
Amy Cutter-Mackenzie Southern Cross University
Bob Davis University of Glasgow, UK
Noah De Lissovoy University of Texas at Austin, USA
Lynn Fendler Michigan State University, USA
Derek R. Ford Syracuse University, USA
Daniella Forster University of Newcastle, Australia
Ivan Fortunato Sao Paulo State University, Brazil
Jennifer M. Gidley RMIT University, Australia
Sandy Grande Connecticut College, USA
Nathan Harris University of Rochester, USA
Sarah Hart University of Hartford, USA
Joe Henderson University of Delaware, USA
Anne Hickling-Hudson Queensland University of Technology, Australia
Dave Hill Anglia Ruskin University, UK
Brian Holland Policy Consultant, USA
Zhu Hongwen Beijing Normal University, China
Nina Hood The Education Hub, New Zealand
Joanne Hughes Queen’s University Belfast, UK
Liz Jackson University of Hong Kong, Hong Kong
Romi Jain Cleveland State University, USA
Petar Jandric University of Applied Sciences, Zagreb, Croatia
Mirka Koro-Ljungberg Arizona State University, USA
Bob Lingard The University of Queensland, Australia
Sheila Macrine University of Massachusetts Dartmouth, USA
Gregory Martin University of Technology Sydney, Australia
Camille Anne Martina University of Rochester, USA
Peter Mayo University of Malta, Malta
Marcia McKenzie University of Saskatchewan, Canada
Peter McLaren Chapman University, USA
Alex Means University of Buffalo, USA
Linda Mitchell University of Waikato, New Zealand
Maria Nikolakaki University of the Peloponnese, Greece
Mark Olssen University of Surrey, Guildford, UK
Filippo Gomez Paloma University of Salerno, Italy
Tom Pedroni Wayne State University, USA
Thomas Popkewitz University of Wisconsin-Madison, USA
Shirley Porter Bay of Plenty Polytechnic, New Zealand
Jocey Quinn London Metropolitan University, UK
Glenn Rikowski Independent Scholar, UK
Fazal Rizvi University of Melbourne, Australia
Sarah A. Robert University of Buffalo, USA
Peter Roberts University of Canterbury, New Zealand
Sophia Rodriguez College of Charleston, USA
Klas Roth Stockholm University, Sweden
Carolyn Vander Schee Northern Illinois University, USA
David Geoffrey Smith University of Alberta, Canada
Richard J. M. Smith Te Whare Wananga o Awanuiarangi, New Zealand
Georgina Stewart University of Auckland, New Zealand
Sean Sturm The University of Auckland, New Zealand
Juha Suoranta University of Tampere, Finland
Khalida Tanvir Syed University of Manitoba, Canada
Martin Thrupp University of Waikato, New Zealand
Qingyan Tian Ocean University of China, China
Angela Valenzuela University of Texas at Austin, USA
Louis Volante Brock University, Canada
Susanne Maria Weber Philipps Universität Marburg, Germany
Anthony R. Welch University of Sydney, Australia
Susanne Westman Luleå University of Technology, Sweden
Christopher Winch Kings College, London, UK
Jinting Wu University of Macau, China
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