About

About the Journal

For its new edition, the International Review of CRIRES: Innovating in the tradition of Vygotsky deals with the participation of actors of the world of education in the very current context that we are going through, that is to say the one related to the "new technologies":

1) transitions experienced in the context of crisis due to unforeseen events (school, family, social, cultural);

2) points of bifurcation that the world of education is facing (school time revisited, roles to be redefined, new forms of alternation, new forms of mediation and collaboration).

Whether sharing theoretical, methodological or empirical reflections or professional experiences rooted in practice settings, the International Review of CRIRES: Innovating in the Vygotsky Tradition is intended to be a space accessible to the entire community of researchers, practitioners and graduate students. It therefore invites researchers, research students and practitioners to propose :

• theoretical texts:
• reviews of monographs;
• texts with methodological considerations;
• texts from empirical research

which reflect the adherence to the importance of the active participation of significant actors in the educational activity in a context of transition or bifurcation.

Editorial policy and ethics

1.  Editorial policy

The International Review of CRIRES: Innovating in the Tradition of Vygotsky is intended to be a space accessible to the entire community of researchers and practitioners as well as to graduate students, whether they are sharing theoretical, methodological or empirical reflections or professional experiences rooted in practice settings.

This journal provides free access to its content based on the principle that making research available to the public free of charge facilitates a greater exchange of knowledge on a global scale.

1.1    Scope of the journal

The International Review of CRIRES: Innovating in the Tradition of Vygotsky deals specifically with the participation of educational actors in various forms of collaborative research related to the educational success of young people. 
It invites researchers, practitioners, and graduate students to submit: theoretical papers; literature reviews; reflections on methodological issues; and empirical research findings that build on the idea that individuals learn and develop through social mediation, through the use and transformation of artifacts from the culture within which they pursue a given activity.

Eligible contributions should draw on theories of language, situated cognition, historical-socio-cultural approaches, collaborative and formative research interventions.  

The Journal periodically accepts submissions for special editions. Guidelines for submitting a special issue to the editorial team will be available via the Journal's platform and via the CRIRES website at the section agreed upon for this purpose. 

Contributors should note that Revue internationale du CRIRES : innover dans la tradition de Vygotsky is a predominantly French-language journal that also welcomes texts in English. 

Texts must be original, non-plagiarized and not sent to another journal at the same time, until the evaluation process is completed, under penalty of rejection.

1.2 Peer review process

Authors submit their anonymized papers directly to the journal's website. The editors first judge whether the submissions meet the editorial standards. All eligible papers are double-blinded in a first phase of review. Reviewers are selected based on their particular expertise. The typical duration of an initial evaluation phase is two to four months. Evaluations are guided by different criteria included in a grid adapted to the format of the article. Based on feedback from reviewers who have completed an online evaluation grid, the review process progresses. Authors are contacted at each stage of the review process to revise the submitted text. For all articles under review, a summary of the reviewers' comments is sent to the authors. Occasionally, a third reviewer is required when there is dissent and there may be a second round of review. At the end of this second round, the comments are also sent to the authors. In the event of a dispute, the Editor-in-Chief makes the decision.  The decision to publish rests with the journal.

2.  Copyright policy

Please note that authors publishing in the International journal of CRIRES: innovating in the tradition of Vygotsky retain all economic rights, namely the right to

• reproduce their article for teaching, research and study purposes; 
• reproduce, present and communicate their article to the public for teaching, research and study purposes;
• deposit, disseminate and communicate the accepted or final version of the article on an institutional repository under an immediate open access CC BY-NC-ND 4.0 license; 
• authorize third parties to reproduce all or a substantial part of the article for any purpose as long as the author is credited as the author and/or the Journal is cited as the source of first publication of the article.

At the time of publication, the Journal will ask you to grant it first publication rights to reproduce, disseminate and communicate the article, in whole or in part, in print or electronic format, on any platform and by any means. 

The article will be made freely available under the Attribution-Noncommercial-No Derivative Works 4.0 International (CC BY-NC-ND 4.0) license, which means that it may be reproduced, distributed, and communicated on the condition that the author is cited. Modifications and commercial use of the Work are prohibited.

Should your article be published in our journal, you will be asked to sign this license prior to publication.

3.  Open access and self-archiving policy

The International journal of CRIRES: innovating in the tradition of Vygotsky is an open access journal. All the articles and reviews it publishes are available free of charge and immediately upon publication under the Attribution-NonCommercial-NoDerivs 4.0 International license (CC BY-NC-ND 4.0). Users of articles and reviews published by the Journal may reproduce, distribute, and communicate them on the condition that the author is cited. Modifications and commercial use of the work are prohibited. 

The journal allows the deposit, distribution and communication of accepted or final versions of articles on an institutional repository with immediate open access.

There are no publication fees to be paid by the author or on their behalf, i.e. by an institution or research fund.

Editorial board

Editorial Team

Editor of the journal

Sylvie Barma, Laval University

Co-editor

Nathalie Ste-Marie, Laval University

Scientific Committee

Sylvie Barma, Laval University

Pascal Béguin, Université Lumière Lyon 2 Institut d'Etudes du Travail de Lyon (IETL)

Marie-Claude Bernard, Laval University, Canada

Alain Breuleux McGill University

Solange Cartaut, University Côte d'Azur

Tessy Cerrato Pargman, Stockholm University, Sweden

Rollande Deslandes, Université du Québec à Trois-Rivières

Beatrice Drot Delange, University Clermont Auvergne

Thérèse Laferrière, Laval University

Stéphane Martineau, Université du Québec à Trois-Rivières

Michèle Prince, Laval University

Margarida Romero, University of Côte d'Azur

Annalisa Sannino, Center for Research on Activity, Development and Learning (CRADLE), Finland

Klaus Peter Schulz, ICN Business School

Gisela Wajskop, University of São Paulo