International Journal of Social Pedagogy
Contact the journal
All general enquiries should be made to the Editors.
International Journal of Social Pedagogy (IJSP) is a fully peer reviewed, open access journal publishing articles on social pedagogy in the broadest sense, which includes all aspects of social, philosophical, pedagogical and educational parameters.
Relevant areas of practice explored in the journal from a social pedagogical perspective include: education; adult education; life-long learning; social work; social care; personal and social well-being and growth; social-pedagogical problems (for example neglect, intimidation, bullying, prejudices, social marginalisation, school exclusion etc.); teaching support in schools; family support; youth work; youth and criminal justice; learning disability and physical disability services; support for older people; community education; children’s participation, children’s and human rights.
The interdisciplinary field of social pedagogy is developing and evolving constantly, seeking strong connection between, and unity of, theory and practice. International Journal of Social Pedagogy considers it critically important to provide a platform for dialogue between theory and practice. It therefore encourages both original contributions about theory and research in social pedagogy and articles that reflect social pedagogical perspectives in practice settings throughout the United Kingdom and globally.
International Journal of Social Pedagogy welcomes articles that demonstrate innovative contributions which can show the dynamics and the potential of social pedagogy from researchers, scholars, educators, policy-makers, and practitioners in social pedagogy and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome.
Professor Claire Cameron, Thomas Coram Research Unit, UCL Institute of Education, UCL, UK
Mr Gabriel Eichsteller, ThemPra Social Pedagogy, UK
Dr Katrin Bain, Department of Health and Social Work, Royal Holloway, University of London, UK
Prof Lieve Bradt, Department of Social Work and Social Pedagogy, Ghent University, Belgium
Ms Mette Christiansen, Department of Sociology, State University of New York at New Paltz, USA
Dr Marta Eichsteller, School of History, Philosophy and Social Sciences, University of Bangor, UK
Ms Lisbeth Eriksson, Department of Social Work and Social Education, University West (Högskolan Väst), Sweden
Mr Jameel Hadi, School of Health and Society, Salford University, UK
Prof Juha Hämäläinen, Department of Social Sciences, University of Eastern Finland, Finland
Dr Kieron Hatton, School of Health Sciences and Social Work, University of Portsmouth, UK
Ms Sylvia Holthoff, ThemPra Social Pedagogy, Germany
Ms Lotte Junker Harbo, VIA Society and Social Work, Center for Research and Development, VIA University College Aarhus, Denmark
Ms Robyn Kemp, Social Pedagogy Professional Association, UK
Prof Iro Mylonakou-Keke, School of Education, University of Athens, Greece
Prof Sascha Neumann, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Luxembourg
Prof Pat Petrie, Thomas Coram Research Unit, UCL Institute of Education, UCL, UK
Ms Karen Prins, Center for Daycare Research, UCC Copenhagen, Denmark
Prof Carlos Enrique Silva Rios, Faculty of Psychology, Autonomous University of Puebla, Mexico
Dr Niels Rosendal Jensen, Danish School of Education (DPU), Aarhus University, Denmark
Prof Philipp Sandermann, Institute of Social Work and Social Pedagogy, University of Lueneburg, Germany
Dr Adrian Schoone, AUT School of Education, Auckland University, New Zealand
Prof Daniel Schugurensky, School of Public Affairs and School of Social Transformation, Arizona State University, USA
Prof Mark Smith, School of Education and Social Work, Dundee University, UK
Dr Karla Villaseñor, Faculty of Philosophy and Literature, Autonomous University of Puebla, Mexico
Ms Evelyn Vrouwenfelder, Independent researcher, UK
Prof Howard Williamson, Faculty of Business and Society, University of South Wales, UK
Dr Karen Winter, School of Social Sciences, Education and Social Work, Queens University Belfast, UK
Open access policy
All articles published in International Journal of Social Pedagogy are licensed under the Creative Commons Attribution License (CC-BY) 4.0 international license agreement and published open access, making them immediately and freely available to read and download. The CC-BY license agreement allows authors to retain copyright while allowing others to copy, distribute, and make some uses of the work. Further information regarding this can be found at https://creativecommons.org/licenses/by/4.0/ and licensing terms and conditions can be found in our Editorial Policy.
Abstracting & Indexing
UCL Press works with subject specific indexers to deposit published articles in relevant repositories and search databases. Further information will be published here and on the journal homepage.
International Journal of Social Pedagogy operates double blind peer review, where both the reviewers and authors are anonymised during review. Authors should submit an anonymous version of the manuscript, stripped of all identifying references to the author(s) for peer review.
Further information regarding peer review can be found on our editorial policy pages.
Article publication charges (APC)
UCL Press journals do not charge an Article-Processing Charge (APC) for submission or publication in this journal. International Journal of Social Pedagogy authors will not be required to make an APC payment for submission or publication of their article.
How to submit
Manuscripts that are not formatted appropriately for the journal will be referred to edit accordingly before peer review. All submissions should be addressed to the Editors. For pre-submission enquiries, please email your abstract and author CV to the Editors. Before submitting to the journal, all authors must have read and agreed to the journal’s editorial policy, found here.
The International Journal of Social Pedagogy is committed to upholding the integrity of the work published. Submitting authors are required to follow best ethical practice for research as outlined in the British Sociological Association Guidelines on Ethical Research, available online at https://www.britsoc.co.uk/ethics. Authors are also encouraged to read the UCL Press publication policy on ethical publication, made available here.
Preparing your manuscript
Authors should format submission in accordance to the IJSP author guidelines, as well as the following specific instructions outlined here.
The journal operates double blind peer review, where both the reviewers and authors are anonymised during review. Authors should submit the manuscript as:
- The complete manuscript not blinded, as a word file (.doc/.docx, etc.) and;
- An anonymous PDF version of the manuscript, stripped of all identifying references to the author(s) for peer review (anonymisation includes references to authors, acknowledgements, self references, and any electronic author identification., etc.) Manuscripts may be returned before peer review if manuscripts are not sufficiently blinded.
Papers must be submitted in English and should not exceed 8,000 words in total. Where the paper includes Tables and Figures, the word total should be commensurately reduced to allow space for them.
The anonymised submission must include a short but informative title on the second page of the manuscript, together with an abstract of maximum 250 words, indicating the paper's argument, approach and findings, along with five keywords.
Tables, line diagrams, data
Should be incorporated into the text at their final position, or deposited into a third party repository (such as an institutional repository) with full citation and DOI (Digital Object Identification) included in the paper.
A short list of any acknowledgements should be included at the end of the text, provided in the covering letter.
IJSP uses the Publication Manual of the American Psychological Association, 6th edition, as a referencing style guide. Please ensure that references follow this format which cites authors in the text as (author, year, p. no), and the full reference at the end of the main text in the following format:
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.
Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. Editor & B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher.
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages.
Further details can be found on the American Psychological Association general formatting pages.
Declarations and conflict of interests
Clearly state the following in the article:
- Consent from all authors for publication and their contributions
- Clearly declare any possible conflicts of interest, including but not limited to financial and non-financial competing interests. Where there are no conflicts of interests or competing interests, authors must clearly declare this under the same heading. For further information, please refer to the journal’s Editorial Policy
- Ethics or institutional review board approval of research statement (where applicable)
- Consent for publication (where applicable)
By submitting to the journal, you acknowledge agreement to the UCL Press Journals Editorial Policy. All decisions by the peer-review/editorial team are final.
Original research article
Original research articles are detailed studies reporting original research classified as primary literature.
Reviews provide critical and systematic appraisal of the current research to provide authoritative judgement to its particular context, topic, and field.
Conceptual critique articles seek to develop concepts and ideas in formats that are more direct and summary in nature than a standard article. They are intended to present a well thought out critique of the field, topic, or research, and to stimulate further discussion and debate.
Practice papers are short articles highlighting aspects of social pedagogical practice in order to provide relevant insights into how social pedagogy can be embedded in practice settings. These should explicitly draw on social pedagogical theories and principles to show the theory-practice connection.
Photo essays offer a visual account of a given theme and should be complemented by a short explanatory description.
Perspective and opinion article
Perspective and opinion articles are shorter scholarly articles that cover key specific concepts and ideas, aimed to present a well thought out personal critique of the field, topic, or research, to stimulate further discussion and debate. These articles are normally by invitation only, however unsolicited articles are welcome and prospective authors should firstly contact the Editors with their contribution before formal submission.
Commentary articles provide further explanation on a new or existing topic as well as an article published in the journal, aimed to specifically address the key topic or subject to provide further clarification to the journals audience and literature. Commentaries are usually shorter articles with concise and narrow narratives.
Book reviews are brief concise articles that provide an evaluation of a published scholarly book.
Book reviews are generally invited only, however suggestions are welcome and should be sent to the Editors of the journal. A book review might assess the importance of a book's contribution to a particular field covered by the journal’s aims and scope and should aim to objectively review the strengths and weaknesses that concern the journal’s audience. Please refer to the journal's aims and scope.
International Journal of Social Pedagogy welcomes proposals from Guest Editors for specific special issues. These special issues are themed and focused publications that fit within the overarching remit of the journal. Proposals are welcome from editors with a specialism in any relevant field.
All general enquiries should be made to the Editors at: email@example.com.