Pedagogy Culture and Society

期刊简介：Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogical discussion and debate. We are particularly interested in articles that raise questions about the taken-for-granted in pedagogy as understood within a cultural and social context. We do not generally accept papers that simply report findings; we are focused more on the philosophical than on the purely empirical. We do not publish work that is predominantly or entirely quantitative in focus or that is essentially psychological in nature. We do not accept articles that focus on the content review of textbooks, unless the work puts that analysis into a broader context to include substantial debate about pedagogy. Our beliefs about pedagogical debate include the following broad parameters which should be reflected in your work, where relevant: Pedagogical debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. It is not the preserve of teachers, politicians, academics or administrators but requires open discussion. Pedagogical debate is eclectic and interdisciplinary: it draws on a wide range of different intellectual and practical traditions to clarify core problems and sustain deliberation. Pedagogical debate should take account of the different cultural conditions ranging from the ‘post-colonial’ condition of many African and Asian countries to the ‘post-centralised’ condition of Eastern Europe and the ‘post-modern’ condition of Western liberal democracies. It should not be assumed by authors that readers will reside in the global north. Peer Review Policy: All research articles in this journal have undergone rigorous peer-review, based on initial editor screening and anonymised refereeing by at least two anonymous referees.

【译文】《教育学、文化与社会》是一份经过充分参考的国际期刊，旨在为教育学讨论和辩论提供一个国际论坛。我们对那些提出关于在文化和社会背景下理解的教育学中理所当然的问题的文章特别感兴趣。我们一般不接受仅仅报告研究结果的论文；我们更关注哲学而不是纯粹的经验。我们不会发表主要或完全以定量为重点或本质上是心理学的作品。我们不接受专注于教科书内容审查的文章，除非该工作将该分析置于更广泛的背景下，包括有关教育学的实质性辩论。我们对教学辩论的信念包括以下广泛的参数，这些参数应在您的相关工作中得到体现：教学辩论不受地理界限的限制：其参与者是国际教育界，其程序吸引了全世界的观众。它不是教师、政客、学者或管理人员的专利，而是需要公开讨论。教学辩论是折衷和跨学科的：它利用广泛的不同知识和实践传统来澄清核心问题并维持审议。教学辩论应该考虑到不同的文化条件，从许多非洲和亚洲国家的“后殖民”条件到东欧的“后集权”条件和西方自由民主国家的“后现代”条件。作者不应假设读者将居住在北半球。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，基于初步编辑筛选和至少两名匿名审稿人的匿名审稿。