Comparative and international studies in education enjoy new popularity. They illuminate the effects of globalisation and post-structural thinking on learning for professional and personal lives. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and management.

The editors welcome papers which reflect on practice from early childhood to the end of adult life, review processes of comparative and international enquiry and report on empirical studies. All papers should include a comparative dimension. Case studies of under-researched aspects of the field and countries about which little is known are of particular interest.

All articles are reviewed to ensure their international relevance, a high quality of research and non-discriminatory language.

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.

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