This fully refereed, electronic journal provides established and emerging scholars and practitioners with a space for critical and empirical analysis of issues central to the foundations in education, education policy, curriculum reform and pedagogy.  The  journal is not limited to formal schooling.  MRER should be of interest to scholars and practitioners engaged in, for example: pre-school education; adult and continuing education; vocational training; popular education; training and development; higher education; media education; ICT-based learning; youth and community-based education; comparative education; the teaching of foundations in education; TEFL and TESOL; museum education; and education administration and management

Editor

Associate Editors

Editorial Board

Reviews Editor

Web Managers

International Advisory Board

John Baldacchino,
Teachers College, Columbia University, USA

Paul Cooper,
School of Education, University of Leicester, UK

Luiza Cortesao,
Universidade do Porto, Portugal

Carmen Dalli,
Victoria University at Wellington, New Zealand

Ramon Flecha,
University of Barcelona, Spain

Fatma Gök,
Bogazici University, Turkey

Linda Herrera,
Institute of Social Studies, the Netherlands

Helen Phtiaka,
University of Cyprus, Cyprus

Zelia Gregoriou,
University of Cyprus, Cyprus

Joe Grixti,
Massey University, New Zealand

Anne Hickling-Hudson,
Queensland University of Technology, Australia

Paolo Landri,
Università di Napoli, Federico II, Italy

Andrea Elias Mazawi,
University of British Columbia, Canada

John Portelli,
OISE/University of Toronto, Canada

Susan Robertson,
University of Bristol, UK

Shirley Steinberg,
McGill University, Canada

Nelly P. Stromquist,
University of Southern California, USA

Juha Suoranta,
University of Tampere, Finland

Alessio Surian,
Università degli Studi di Padova, Italy

Fausto Telleri,
Università degli Studi di Sassari, Italy