Encounters in Theory and History of Education Rencontres en Théorie et Histoire de l'Éducation Encuentros en Teoría e Historia de la Educación
Managing editor(s): Calvin Bowry (Managing Editor) / Editor(s): Rosa Bruno-Jofré (Co-founding Senior Editor), Jon Igelmo Zaldívar (Co-editor), Ana Jofre (Digital Section Editor)
About
Encounters in Theory and History of Education / Encuentros en Teoría e Historia de la Educación / Rencontres en Théorie et Histoire de l'Éducation is a digital, open access, interdisciplinary publication that aims to generate vigorous scholarly dialogue among educational researchers in the theories and histories of education. It is a tri-lingual journal, publishing in English, Spanish, and French.
Encounters began in 2000 as a journal that attempted to generate a dialogue among educational researchers from Canada, Spain, and Latin America in light of internationalization and economic globalization. Rosa Bruno-Jofré (Queen’s University) and Gonzalo Jover Olmeda (Universidad Complutense de Madrid) were the co-founding editors. The first journal at Queen’s University to be in the Open Journal System (OJS), from the start, Encounters was free to access both in print and online and was sent to Latin American and Spanish libraries for free. The editors’ intention has always been to generate a space for democratic access to knowledge, and to serve as a forum to present and discuss the theory and history of education in a global space.
Principal contact: Prof. Rosa Bruno-Jofré, Ph.D. FRSC
Focus and Scope
Since 2000, Encounters has published submissions from more than 150 scholars (authors and co-authors) affiliated with institutions in over 15 countries, including Argentina, Australia, Canada, Chile, Costa Rica, Germany, Italy, Luxembourg, New Zealand, Portugal, Spain, Sweden, Switzerland, the United Kingdom, and the United States.
Encounters in Theory and History of Education is a truly global collaboration. The members of the Editorial Team and Advisory Board contribute to the journal from research institutions in Canada, Chile, France, Spain, and the United States.
The body of reviewers also illustrates the international character of the journal. Encounters’ pool of reviewers includes 155 scholars from 26 countries: Australia, Brazil, Canada, Chile, Colombia, France, Germany, Italy, Japan, Luxembourg, Mexico, New Zealand, Nigeria, Norway, Pakistan, Peru, Portugal, Singapore, South Africa, Spain, Sweden, Switzerland, Taiwan, Uganda, the United Kingdom, and the United States. Encounters continues to build its international pool of experts.
The journal has registered readers from more than 30 countries, including scholars and students. Encounters welcomes papers that are methodologically and historiologically reflective or that have a critical perspective, and which could open new lines of thought or ways of approaching knowledge in the field of education. The journal aims at fostering basic methodological and philosophical debates in the field or critical insights on current educational developments. Its diffusion in the Spanish-speaking world allows Spanish-speaking scholars to publish in English.
More information about Encounters can be found at: https://ojs.library.queensu.ca/index.php/encounters/about
Contact
Principal Contact
Prof. Rosa Bruno-Jofré, Ph.D. FRSC
Faculty of Education, Queen's University
Back issues (4 issues)
Permanent archiving of articles on Érudit is provided by Portico.
2023
2022
2021
2020
Editorial policy and ethics
Open Access Policy
Open Access (OA) stands for free, immediate and unrestricted access to scholarly research online to anyone from anywhere provided that they have access to the internet. Encounters in Theory and History of Education supports this approach. Works published in the journal may be retrieved via a Google search and read by scholars, policy makers, journalists, teachers, the general public, and industry, around the world.
Copyright – Author’s Ownership and Reservation of Rights
The Editors and Editorial Board of Encounters in Theory and History of Education require authors to publish the Work under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) that allows others to share the work, as long as they credit the Author for the original creation, and so long as Encounters in Theory and History of Education is cited as the source of first publication of the Work (see sample acknowledgement above). Derivatives and modifications to the work are not permitted under this license, and the work may only be re-used for non-commercial purposes.
Publication Ethics and Publication Malpractice Statement: This statement is based on the Code of Conduct and Best-Practice Guidelines for Journal Editors published by the Committee on Publications Ethics (COPE).
Encounters in Theory and History of Education (hereafter, Encounters) is committed to its efforts to publish original, high-quality articles, and therefore expects its Editors, reviewers, and authors to comply with high ethical standards, outlined below.
Originality and plagiarism: A submitted manuscript should not be similar to another work published in Encounters or in another journal. Manuscripts not characterized by original content may be rejected for publication, or if published, may be retracted. Any type of plagiarism is unacceptable, including claiming the work or words of others as the author's own. References must be appropriately cited when mentioning the work or words of others. Published works that were influential in forming the theoretical framework of the manuscript should also be acknowledged.
Publication decisions: Publication decisions are based on the academic merit of the submission and its relevance to the journal’s scope (including the themes of special issues), as well as laws related to libel, copyright infringement, and/or plagiarism. Publication decisions will be made without regard to the authors' race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy.
Information for contributors
Submissions and Peer Review Process
The primary section of each volume is based on the theme of the issue, for which a call for articles is made. It normally includes theoretical articles and/or essays, and articles of a historical nature using primary sources. Each issue also includes a Special Features section that can include articles on any topic within the remit of the journal. Since 2018, we have also accepted submissions to our Digital Methods and Media section, which aims to include articles or projects that integrate digital media and/or digital methods in work on the theory and history of education.
All submissions to this journal must pass a double-blind peer review process. The selection of reviewers is done by the Co-Editors with participation of the Managing Editor. Two reviewers typically evaluate each submission; a third reviewer may be added in case of disagreement. Reviewers are selected for their extensive expertise and familiarity with the submission’s subject area and research focus, and they are expected to be impartial; they should not have conflicts of interest. Reviewers are also expected to decline participation if they do not feel qualified to appropriately evaluate the submission.
The Open Journal System (OJS) is used to manage the peer review process by facilitating correspondence between the journal and its contributors and ensuring that each article is given a double-blind review. Through OJS, reviewers are provided with anonymized versions of submitted manuscripts. The review process is “double blind”: reviewers are provided with anonymized manuscripts and do not know the identities of authors; authors, in turn, do not know the identities of reviewers. Reviewers complete a form or provide an open-ended evaluation and indicate whether they suggest the article be accepted, revised and resubmitted, or declined.
Once the Editors receive the reviews from the selected content-matter experts, they evaluate them and communicate with the authors the necessary and suggested changes. Authors whose articles do not pass the peer review process are also notified through OJS.
More information about the Submissions and Peer Review process, including the responsibilities of the Editors, authors, and reviewers, can be found at https://ojs.library.queensu.ca/index.php/encounters/about/submissions and at https://ojs.library.queensu.ca/index.php/encounters/about
Copyright – Author’s Ownership and Reservation of Rights
The Editors and Editorial Board of Encounters in Theory and History of Education require authors to publish the Work under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) that allows others to share the work, as long as they credit the Author for the original creation, and so long as Encounters in Theory and History of Education is cited as the source of first publication of the Work (see sample acknowledgement above). Derivatives and modifications to the work are not permitted under this license, and the work may only be re-used for non-commercial purposes.
Acknowledgement
Authors must make reasonable efforts to ensure that any such additional publication cites the publication in Encounters in Theory and History of Education by author, title, and publisher, through a tagline, author bibliography, or similar means. Sample acknowledgement:
“Reprinted with permission from the author. Originally published in the Encounters in Theory and History of Education, https://ojs.library.queensu.ca/index.php/encounters.”
Editorial board
Editorial Team
Co-founding Senior Editor: Rosa Bruno-Jofré, Queen's University, Canada
Co-founding Honorary Editor: Gonzalo Jover, Universidad Complutense de Madrid, Spain
Co-editor: Jon Igelmo Zaldívar, Universidad Complutense de Madrid, Spain
Digital Section Editor: Ana Jofre, SUNY Polytechnic Institute, United States
Managing Editor: Calvin Bowry
Advisory Board: Our Advisory Board currently includes scholars from Canada, Spain, the United States, France, and Chile. The Board includes core members of the Theory and History of Education International Research Group (THEIRG), plus distinguished scholars in history of education and educational theory.
Board members are chosen based on their exemplary contributions to scholarship in the journal’s thematic areas. To encourage a diversity of viewpoints, provide greater opportunities for participation of emerging scholars, and help expand the international reach of the journal, members of the Advisory Board are drawn from a variety of countries and research areas.
Advisory Board Members
Michael Attridge
Faculty of Theology, University of St. Michael's at University of Toronto, Canada
Nicholas C. Burbules
Department of Educational Policy Studies, University of Illinois at Urbana-Champaign, United States
Rosarie Coughlan
Queen's University Library, Canada
Paulí Dávila Balsera
Departamento de Teoria e Historia de la Educación, Universidad del País Vasco, Spain
Mariano González Delgado
Facultad de Educación, Univerisdad de La Laguna, Spain
José Luis Hernández Huerta
Departamento de Filosofía, University of Valladolid, Spain
Rebekka Horlacher
University of Zurich, Switzerland
James Scott Johnston
Memorial University of Newfoundland, Canada
Gonzalo Jover
Facultad de Educación, Universidad Complutense de Madrid, Spain
Heidi Macdonald
Department of History, University of Lethbridge, Canada
María Eugenia Merino-Dickinson
Faculty of Education, Universidad Católica de Temuco, Chile
Nel Noddings
Graduate School of Education, Stanford University; Columbia University Teacher's College, United States
Maitane Ostolaza
Centre de Recherches Interdisciplinaires sur les Mondes Ibériques et Contemporains, Université Paris-Sorbonne-Paris IV, France
William Frederick Pinar
Department of Curriculum and Pedagogy, University of British Columbia, Canada
Samuel Rocha
Department of Educational Studies, University of British Columbia, Canada
Ruth Sandwell
OISE, University of Toronto, Canada
Sol Serrano
Faculty of History, Pontificia Universidad Catolica de Chile, Chile
Elizabeth Smyth
OISE, University of Toronto, Canada
Daniel Tröhler
University of Vienna, Austria
Peer Reviewers: Our body of reviewers illustrates the international character of the journal. Encounters’ pool of reviewers includes 155 scholars from 26 countries: Australia, Brazil, Canada, Chile, Colombia, France, Germany, Italy, Japan, Luxembourg, Mexico, New Zealand, Nigeria, Norway, Pakistan, Peru, Portugal, Singapore, South Africa, Spain, Sweden, Switzerland, Taiwan, Uganda, the United Kingdom, and the United States. Encounters continues to build its international pool of experts.