The journal welcomes contributions which explore all phases of formal and informal education. It engages with a diverse range of contemporary and emergent social theories along with the full range of methodological approaches. It investigates the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy, and educational experiences from those of the privileged to those of the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas. 

There is an established well-informed international audience for the Journal. Authors are expected to consider this wide readership and to exhibit knowledge of previously-published articles when submitting their work for consideration. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems/perspectives.