Editorial Policies

Focus and Scope

Postcolonial Directions in Education is a peer reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the Editorial for the  inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and ‘imagination’ of empire, The impact of Neoliberalism/globalisation/structural adjustment programmes on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neo-colonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, Indigenous knowledges , supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, Cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies / autobiographies reflecting the above themes, deconstruction of colonial narratives of civilization within educational contexts. Once again the field cannot be exhausted.

 

Section Policies

Editorial

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Papers

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Research Report

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Reviews

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Articles

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Obituaries

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Extended Report

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

News

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Part I: Knowledge and Activism in Brazil’s Landless Workers’ Movement (MST)

Part I: Knowledge and activism in Brazil's Landless Workers' Movement (MST)/ Conhecimento e ativismo no Movimento dos Trabalhadores Rurais Sem Terra (MST)

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Part II Learning in the Struggle

Part II Learning in the struggle/ O aprendizagem para luta

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Part III Reflections on Teaching for Transformation

Part III Reflections on Teaching for Transformation/Reflexões sobre pedagogias de resistência

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Part IV Portuguese Translations

Editors
  • Milosh Raykov
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed
 

Peer Review Process

Papers submitted to Postcolonial Directions in Education are examined by at least two reviewers for originality and timeliness in the context of related research. Reviews generally are completed in 30-60 days with publication in the next available issue.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 


ISSN: 2304-5388