Critical Studies in Education is international in outlook and readership and critical in orientation, without being tied to one particular critical perspective. The journal seeks manuscripts that provide critique of contemporary arrangements in education contexts, particularly from the standpoint of the marginalized, as well as manuscripts that offer alternatives to these arrangements. The journal publishes original and challenging articles from throughout the world that make a contribution to theory and empirical research and which are aimed at moving debates forward. Three issues are published each year. Submissions are anonymously peer-reviewed.

Papers addressing the following topics are especially welcome:

• Educational inequality in conservative and troubled times
• Beyond neoliberal and neoconservative visions of education
• Education at the margins

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

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Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.