Critical Studies in Education is one of the few international journals that is solely devoted to a critical sociology of education. Two questions frame the journal's critical approach to research: (1) whose interests are served by current social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements? Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.

The journal welcomes submissions of the highest quality and importance, which make original theoretical and/or empirical contributions, and are aimed at moving the field forward. Submissions may be focused on education policy and/or practice (including pedagogy) across formal education contexts (e.g. schooling, vocational and further education, higher education) as well as informal settings (e.g. television, communities, the internet). Submissions typically focus on power relations associated with gender, class (/poverty), ethnicity and the reproduction of disadvantage.
 
Submissions and Review Process
The submissions and review process is managed online using ScholarOne. All submissions undergo rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Articles are published in English. Authors are required to provide informative titles, descriptive abstracts and five to ten keywords per article.

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