International Journal of Social Pedagogy
Contact the journal
All general enquiries should be made to the Editors.
The International Journal of Social Pedagogy (IJSP) is a fully peer reviewed, open access journal publishing articles on social pedagogy. Social pedagogy has been defined as education in its broadest sense which includes all aspects of social, philosophical, and pedagogical dimensions. Through the journal we seek to make a substantial contribution to the international discourse on social pedagogy, and its evolution in the UK. The journal is an important platform for dialogue that contributes to social pedagogy as an evolving interdisciplinary field. Articles in IJSP reflect the cross-cultural perspectives of a wide range of social pedagogical traditions and provide a deeper disciplinary understanding. We aim to contribute at a practice level and to the body of theory and research knowledge.
Drawing on various forms of knowledge production we encourage both rigorous original contributions about theory and research in social pedagogy as well as articles that reflect social pedagogical perspectives in practice settings throughout the UK and globally.
We strongly welcome articles that demonstrate innovative contributions which highlight the dynamics and potential of social pedagogy from researchers, scholars, educators, policy-makers, and practitioners in social pedagogy and related fields. Relevant areas of practice explored in the IJSP 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 rights and participation in everyday life, and human rights, although this list is not exhaustive.
If you are an author interested in publishing with us, but are unsure whether your research fits into our aims, please get in touch and we would be happy to discuss your prospective contribution with you.
International Journal of Social Pedagogy is pleased to collaborate with the Social Pedagogy Professional Association (https://sppa-uk.org). IJSP holds a stall at the annual SPPA conference and runs special issues that coincide with Social Pedagogy Professional Association annual conference themes.
The International Journal of Social Pedagogy, ThemPra Social Pedagogy and the Social Pedagogy Professional Association is pleased to alert readers to other journals publishing in similar areas:
The Scottish Journal of Residential Child Care is an open access journal that provides a rich forum for debate and dissemination about the topical issues in residential child care research, policy and practice, available at https://www.celcis.org/knowledge-bank/sircc-journal. In 2013 there was a special issue on social pedagogy and in 2016 the IJSP and SJRCC published a joint special issue on the theme of ‘love in a professional context’, available online here .
The Journal of Research in Social Pedagogy (Pedagogía Social. Revista Interuniversitaria) is a Spanish language based open access journal established in 1986 and published by the Ibero-American Association of Social Pedagogy. It disseminates the results of original national and international research on social pedagogy and social education, available at https://www.pedagogiasocialrevista.es.
Sociální pedagogika/Social Education is a Czech open access journal publishing theoretical and empirical research articles, book reviews and news items on scientific events in the field of social education, available at http://soced.cz/en/home.
The International Child and Youth Care Network (CYC-Net) aims to promote and facilitate reading, learning, information sharing, discussion, networking, support and accountable practice amongst all who work with children, youth and families in difficulty. Its monthly open access journal is available at https://www.cyc-net.org/cyc-online.
Professor Claire Cameron, Thomas Coram Research Unit, UCL Institute of Education, UCL, UKMr 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 Sociology, University College Dublin, Ireland
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, Faculty of Sport, Health and Social Sciences, Solent University, UK
Ms Sylvia Holthoff, ThemPra Social Pedagogy, Germany
Dr 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 Dr Sascha Neumann, Faculty of Economics and Social Sciences, Education Sciences, University of Tübingen, Germany
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
Editorial Board and Membership of reference can be found online at https://cdn.shopify.com/s/files/1/1684/4803/files/EBM_Terms_of_reference.pdf?396
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. Articles published in International Journal of Social Pedagogy are indexed in the following:
- Directory of Open Access Journals (DOAJ)
- ScienceOpen database
- Portico digital archive
- UCL Discovery
- Google Scholar
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.
IJSP Ethics requirements for papers submitted to the journal.
The International Journal of Social Pedagogy is committed to upholding the integrity of the work published. Papers may be reporting empirical research, or practice papers reporting practice based evidence. Authors submitting research papers are required to follow best ethical practice for research as outlined in the British Educational Research Association, available online at https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018, or similar professional body (please indicate this clearly in your submission). Authors are required to show in their papers that they have received ethical approval for their research from all relevant institutional review boards and that they have followed General Data Protection Regulations (GDPR) in the handling of personal data. Where such committees do not operate, authors are responsible for providing evidence of their adherence to relevant ethical guidelines (please indicate this clearly in your submission).
Note: while not all social pedagogy researchers and authors may align themselves with education research, the Editors have elected to follow the British Educational Research Association ethical guidelines (above) as the principles align well with social pedagogical research.
Authors submitting practice papers are asked to uphold similar high ethical standards including the principles of anonymity and confidentiality and to take all reasonable steps to ensure that the participants whose practice is discussed in the paper have given their consent to publication. A statement to this effect should be included in the paper (see author guidelines for more information on formatting). Editors may question authors about the veracity of ethical procedures undertaken.
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.
2020Everyday Expertise in Social Pedagogy
Guest editors: Mr Sebastian Monteux (School of Applied Sciences, Division of Health Sciences, Abertay University and NHS Tayside, UK) and Prof Mark Smith (Professor of Social Work, School of Education and Social Work, Dundee University, UK)
Publication date: 31 August 2020
2019Creativity and Social Pedagogy
Guest editor: Kieron Hatton, School of Health Sciences and Social Work, University of Portsmouth, UK
Publication date: 20 December 2019
Guest editor: Elina Nivala, University of Eastern Finland, Finland
Publication date: 28 September 2018