Critical Studies in Education

Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand 'the social'.Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical 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.CSE also subscribes to a critical ontology and epistemology. It rejects the positivist view that social reality is 'out there' waiting to be 'found' and that researchers are able to maintain an objective distance from research subjects. Instead, the journal takes the view that researchers generate data rather than find them and that the representation of data is a form of analysis. For these reasons, we do not publish articles that separate 'findings' from 'discussion', whether they have discrete sections named in this way or not.

《教育评论研究》是为数不多的致力于教育评论社会学的国际期刊之一，尽管它欢迎提交具有批判性立场的论文，以借鉴其他学科（如哲学、社会地理学、历史），以了解“社会”。《华尔街日报》研究的关键方法有两个：1.谁从当前和历史上的教育社会安排中获益（谁不受益），2.从最不有利的观点出发，如何处理不公平安排。在这种方法的指导下，该杂志发表的文章借鉴了后结构主义、女权主义者、后殖民主义和其他批评取向，来批评教育体系，并确定教育政策、实践和研究的替代方案。CSE也订阅了一个批判性的本体论和认识论。它拒绝了实证主义的观点，即社会现实是“存在的”，等待“被发现的”，研究人员能够与研究对象保持客观的距离。相反，《华尔街日报》认为，研究人员生成数据而不是找到数据，数据的表示是一种分析形式。出于这些原因，我们不发表将“发现”与“讨论”分开的文章，不管它们是否有以这种方式命名的独立部分。