A trilingual journal with European roots, Paedagogica Historica discusses global education issues from an historical perspective.

Topics include:

• Childhood and Youth
• Comparative and International Education
• Cultural and social policy
• Curriculum
• Education reform
• Historiography
• Schooling
• Teachers
• Textbooks
• Theory and Methodology
• The urban and rural school environment
• Women and gender issues in Education

The journal thrives on contributions from top class authors including specialists in Antiquity, the Middle Ages, and the Modern Period. It encourages social, cross-cultural and historical-comparative approaches and prides itself on content that displays meticulous attention to theoretical and methodological developments. Papers are published in English, French and German.

Peer Review Policy:
All research articles published in Paedagogica Historica have undergone rigorous peer review, based on initial editor screening and anonymized refereering by at least three anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and Stichting Paedagogica Historica make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and Stichting Paedagogica Historica 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 and Stichting Paedagogica Historica.