Cambridge Journal of Education, an international English language journal, publishes original refereed articles on all aspects of education with a particular emphasis on work that contributes to shared understanding among academic researchers, theorists, practising teachers, policy-makers and educational administrators. Its readers include members of each of these groups - evidence of its success in bringing together those who determine the content, organisation, and practice of education.

Cambridge Journal of Education enjoys a wide international readership and encourages contributors from different educational systems and cultures to submit work for publication. The Editors also welcome suggestions for special issues on particular topics; pieces which engage in or stimulate discussion; and responses to issues raised by contributors. Articles should normally be of 6000 words maximum length, though much shorter pieces are also welcome. Cambridge Journal of Education is published on behalf of the University of Cambridge Faculty of Education. Views expressed by contributors are not necessarily those of the publishers, the Editors or the Editorial Panel.

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

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the University of Cambridge Faculty of Education makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the University of Cambridge Faculty of Education 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 the University of Cambridge Faculty of Education.