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). JCEPS has 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 to davehilljceps@gmail.com and copied to dave.hill@aru.ac.uk.
JCEPS is now indexed with and included in the SCOPUS database, in ERIC, Cabell’s, EBSCO and OpenAccessJournals. It is a Platinum Open Access journal, which means no pay-to-publish, and no fees for downloading.
The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analyses and critiques of education. JCEPS seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, neo-Fascist, 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, including Freirean, Communist, Marxist, anti-racist, anti-sexist, anti-homophobic perpsectives. JCEPS 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 davehilljceps@gmail.com and dave.hill@aru.ac.uk
Contact JCEPS through the contact form.
Volume 20 Number 2 – July 2022
Luis Arboledas-Lérida
A critical assessment on the potentialities and limitations of a Marxian-informed approach to teaching/learning activities
Vinícius Neves de Cabral
A Marxist Approach to Disability: Notes on Marx’s Relative Surplus Population
Ícaro Franca Bastos
Manoela Barbosa Pinto
Simone Silveira Amorim
Tricia M. Kress
Culture and Language: Critical Interculturalism and Multiculturalism alongside with socio and emotional intelligences in language learning
Sara Zamir
Reham Alkrenawy
Integrating Bedouin Children into a Kibbutz Kindergarten: Maintaining Genuine Co-Existence or Preserving the Old Order?
Scott Ellison
Crisis, Mutant Neoliberalism, & Critical Education Policy Analysis
Kevin Russell Magill
Arturo Rodriguez
Reframing Violence, Power, and Education
María Begoña Vigo-Arrazola
Belén Dieste
Ana Cristina Blasco-Serrano
Education Recommendations for Inclusive Education from the National Arena in Spain. Less poetry and more facts
Janine Aldous Arantes
eMorpheus: The unconscious human labour of producing commercial data in educational settings
Daniel Sparks
School Board Privatization: A Case Study of NYC Charter Schools
Sara Mirza
9/11, Language, Islam, and the Arrogance of Ignorance
Nichole Rivale-Bell
Equity Centered Leadership of Principals Who Narrowed the Race-Based Academic Achievement Gap
Yamilda Arias Verdecia
Leticia de las Mercedes García Rosabal
Rosi Smith
The impact of COVID-19 on the education of Cuban university students
Manuel Joseph Ellul
Kurt Borg
Massimilano Tarozzi
Maria Nikolakaki
Book Review Symposium: Peter Mayo and Paolo Vittoria, (2021) Critical Education in International Perspective. London and New York. Bloomsbury Academic. ISBN HB: 978-1-3501-4775-1