The aim of the International Journal of Qualitative Studies in Education (popularly known as QSE) is to enhance the practice and theory of qualitative research in education, with “education” defined in the broadest possible sense, including non-school settings. QSE publishes peer-reviewed empirical research employing a variety of qualitative methods and approaches, such as ethnographic observation and interviewing, grounded theory, life history, case study, curriculum criticism, policy studies, narrative, ethnomethodology, social and educational critique, phenomenology, deconstruction, genealogy, autoethnography, etc. In addition, innovative or provocative approaches to qualitative research as well as the way research is reported are encouraged. 

Theoretical papers are also welcome. We publish discussions of epistemology, methodology, or ethics of qualitative research from a range of perspectives, including (but not limited to) interpretivism, constructivism, critical theory, feminism, and race-based, lesbian/gay/bi/transgender (including queer theory), and poststructural ones. Furthermore, there is a strong interest in qualitative research conducted by researchers throughout the world, and the Journal publishes book reviews.

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

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