London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education.

As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.

LRE especially welcomes review articles on educationally-related themes or topics of significance. Such articles might, for instance, survey policies and major initiatives and analyse and possibly critique their assumptions or key concepts. Such articles are welcome to have a polemical edge. All such articles should, though, of course, be rigorous in their explorations of issues.

LRE encourages work from the perspectives of all the disciplines that contribute to the study of education. This work will demonstrate theoretical strength combined with policy, professional or operational insight.

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 Institute of Education, University of London makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Institute of Education, University of London 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 Institute of Education, University of London.