ISSN 1740-2743 Online version / ISSN 2051-0969 Print version
The Journal for Critical Education Policy Studies (JCEPS) is a double-blind peer-reviewed international scholarly journal published by The Institute for Education Policy Studies (IEPS). The free, online version is published in association with the Kapodistrian and National University of Athens (Greece). The print version (available on subscription or purchase – click on the Subscriptions and Purchasing link is published by IEPS). JCEPS will have three issues per annum, as from 2013. (Prior to that, since March 2003, there were two issues per annum). The journal website is www.jceps.com Enquiries should be addressed through the contact form and/ or to firstname.lastname@example.org.
JCEPS is now indexed with and included in the SCOPUS database, in ERIC, Cabell’s, EBSCO and OpenAccessJournals.
The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education. JCEPS seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies, new public managerialism and academic/ non-academic labour, and empowerment/ disempowerment.
For Style Guidelines please click on the ‘Submissions and Style Guidelines’ link
Please send article submissions to email@example.com
Francisco Miguel Martínez-Rodríguez
‘Working in the Vegetable Garden’ with Hortigas. A Critical Socio-Educational Experience Challenging Neoliberal Precarisation
Lenin on Learning and the Development of Revolutionary Consciousness
Patricia Vilanova Becker
Jorge Jimena Alcaide
Popular education as an antiracist approach: pedagogical experiences for a decolonial learning
Heather Jane Smith
Leena Helavaara Robertson
Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation
Jennifer Y. Chung
Kevin D. Lam
Toward a Humanizing Framework for Student Success
Albert Torrent Font
Jordi Feu Gelis
Educational change in Spain: between committed renewal and innocuous innovation
Sheila L. Macrine
Kevin Russel Magill
Book Review Symposium: Lilia D. Monzó (2019). A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity. New York: Peter Lang Publishing. ISBN: 978-1-4331-5919-0