International Journal of Qualitative Studies in Education

期刊简介：The aim of the International Journal of Qualitative Studies in Education (popularly known as QSE ) is to enhance the practice and theory of qualitative research in education, with “education” defined in the broadest possible sense, including non-school settings. The journal publishes peer-reviewed empirical research focused on critical issues of racism (including whiteness, white racism, and white supremacy), capitalism and its class structure (including critiques of neoliberalism), gender and gender identity, heterosexism and homophobia, LGBTQI/queer issues, home culture and language biases, immigration xenophobia, domination, and other issues of oppression and exclusion. Research may employ a variety of qualitative methods and approaches, such as ethnography, grounded theory, life history, case study, curriculum criticism, policy studies, narrative, ethnomethodology, social/educational critique, phenomenology, deconstruction, genealogy and autoethnography, amongst others. In addition, innovative or provocative approaches to qualitative research as well as the way research is reported are encouraged. We also welcome theoretical papers, including discussions of ontology, epistemology, methodology, or ethics from a broad range of perspectives. Peer Review Policy: All research articles in this journal undergo rigorous peer review, based on initial editor screening or an internal review committee and external refereeing by at least two anonymous referees. Readership: Qualitative researchers in education, sociologists and anthropologists of education.

【译文】《国际教育定性研究杂志》（通常称为 QSE ）的目的是加强教育定性研究的实践和理论，“教育”的定义尽可能广泛，包括非学校环境。该杂志发表经过同行评审的实证研究，重点关注种族主义（包括白人、白人种族主义和白人至上）、资本主义及其阶级结构（包括对新自由主义的批评）、性别和性别认同、异性恋和恐同、LGBTQI/酷儿问题、家庭文化和语言偏见、移民仇外心理、统治以及其他压迫和排斥问题等关键问题。研究可以采用各种定性方法和途径，例如民族志、扎根理论、生活史、案例研究、课程批评、政策研究、叙事、民族方法论、社会/教育批评、现象学、解构主义、谱系学和自我民族志等。此外，鼓励采用创新或挑衅性的定性研究方法以及研究报告方式。我们也欢迎理论论文，包括从广泛的角度对本体论、认识论、方法论或伦理学进行讨论。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选或内部评审委员会以及至少两名匿名审稿人的外部审稿。读者对象：教育领域的定性研究人员、教育社会学家和人类学家。