Journals

  • Culture, Education, and Future

    Culture, Education, and Future (CEF) is an open-access, double-blind peer-reviewed international journal sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES). The journal publishes research aimed at improving the nature of education and knowledge production by focusing on how culture shapes education in light of current developments and future directions.

    The journal's scope includes culture-centered and future-focused educational studies that can directly or indirectly impact education stakeholders, decision-makers, and practitioners. As an international journal, CEF values both country-specific studies that provide deep insights into local educational contexts and cross-cultural analyses that bridge national experiences. This dual focus helps understand how cultural dynamics shape education across different national settings while respecting unique local contexts.

    At CEF, researchers from all types of educational institutions, including K–12 schools, colleges, universities, adult education centers, and non-governmental education groups, as well as those working on social, family, and community projects, are encouraged to submit manuscripts that address current, critical, and country-specific issues in the field. The journal focuses on studies in all areas of education and culture, including psychology, anthropology, linguistics, sociology, and communication. As emphasized by Editor-in-Chief Russ Marion in the journal's inaugural issue;

    "This journal, then, asks how cultural trends are influencing education and the future of education, for the good or the bad. We seek substantive, well-conceived and researched discussions of the nexuses between culture, education, and the future. Can we predict likely outcomes. We can predict some of what we will deal with in the near future due to AI. But long term or currently unanticipated futures are merely speculative; one cannot predict without some evidence. We are not, like politicians who promise doom and gloom if policies they don’t like are adopted; rather we do want to explore culture, education, and the future thoughtfully and intelligently. Our vision is to formulate credible information for school personnel that will allow them to act changes early in the emergence dynamic."

    The journal is valuable for teachers, principals, counselors, supervisors, curriculum theorists and developers, interdisciplinary education researchers, and policymakers.

    CEF welcomes research employing any research method, including reviews, mixed methods studies, quantitative and qualitative research, and innovative research methods.

  • C&P

    Currere and Praxis

    Currere and Praxis (C&P), a peer-reviewed journal, is sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES) to support original contributions to curriculum theory and practice worldwide.

    Why establish a second journal1 on currere, this one titled Currere and Praxis? The Latin infinite form of curriculum is currere, meaning to move, often quickly2,  but in this journal we want essays composed and to be read in slow time3,  adagio not allegro. “Praxis,” Cazdyn explains, “denotes the ceaseless movement between thinking, understanding, experimenting, acting, and changing.”4

    Pinar’s conception of currere5 – including its method – encourages us linger over what we think and do, contemplating what knowledge is of most worth – the canonical curriculum question – and why, where, when, and for whom? After contemplation, we act, whether walking into a classroom to teach or into a Ministry of Education board room to decide what to tell school children about the reality in which we are all embedded: the curriculum. The concepts of currere and praxis are inextricably intertwined – in theory, in practice. They are also separable, perhaps necessarily so: “Indeed, thinking [and learning], like other solitary and even private activities (distinct from actions), takes place between me and myself or in dialogue with one other.”6  It doesn’t tend to happen in groups, where “group-think” is infamously a risk to intellectual independence. Nor does it happen when speed reading – driven by looking for take-aways – but by “lingering.”7

    Dewey worried that our “zeal for doing, lust for action, leaves many a person, especially in this hurried and impatient human environment in which we live, with experience of an almost incredible paucity, all on the surface. No one experience has a chance to complete itself because something else is entered upon so speedily. What is called experience is so dispersed and miscellaneous as hardly to deserve the name.”8

    So, let’s pause, proceed lentement and think – not only about the subject(s) in which we specialize, but also about the curriculum overall, its emplacement in culture, politics, place, time, gender, race, and in our subjective lives. Such a turning inward can change consciousness; a shift in the source of behavior signals a shift in behavior itself: Currere and Praxis.

    References

    Aoki, Ted T. 2005 (1992). Layered Voices of Teaching: The Uncannily Correct and the Elusively True. In Curriculum in a New Key (187-197), edited by William F. Pinar and Rita L. Irwin. Lawrence Erlbaum.

    Berg, Maggie and Seeber, Barbara K. 2016. The Slow Professor. Challenging the Culture of Speed in the Academy. University of Toronto Press.

    Butler, Judith. 2017. Arendt: Thinking Cohabitation and the Dispersion of Sovereignty. In Sovereignty in Ruins: A Politics of Crisis, edited by George Edmondson and Klaus Mladek (220-238). Duke University Press.

    Cazdyn, Eric. 2012. The Already Dead. The New Time of Politics, Culture, and Illness. Duke University Press.

    Han, Byung-Chul. 2017. The Scent of Time. A Philosophical Essay on the Art of Lingering. Trans. by Daniel Steiner. Polity.

    Jay, Martin. 2005. Songs of Experience. Modern American and European Variations on a Universal Theme. University of California Press.

    Endnotes

    1 The first is: https://www.currereexchange.com/currere-exchange-journal.html 

    2 https://ancientlanguages.org/latin/dictionary/curro-currere-cucusrri-cursum 

    3 Berg and Seeber (2016) call on the university professoriate to challenge the culture of speed, in part so we – and our students - may think more carefully about what we think.

    4 2012, 31.

    5 https://en.wikipedia.org/wiki/Currere 

    6 Butler 2017, 227.

    7 Aoki 2005 (1992), 197. “Whoever tries to live faster,” Han (2017, 34) cautions, “will ultimately also die faster. It is not the total number of events, but the experience of duration which makes life more fulfilling. Where one event follows close on the heels of another, nothing enduring comes about. Fulfilment and meaning cannot be explained on quantitative grounds. A life that is lived quickly, without anything lasting long and without anything slow, a life that is characterized by quick, short-term and short-lived experiences is itself a short life.”

    8 Quoted in Jay 2005, 166.

  • Frontiers in Research

    Frontiers in Research

    Frontiers in Research is a peer-reviewed journal that contributes to academic discourse across physical, applied, life, social, and medical sciences, as well as the humanities and arts, with attention to emerging areas of investigation.

    The journal functions as a meeting point where established research traditions engage with contemporary approaches. This structure enables scholars, practitioners, and educators to present work that explores new directions while maintaining scientific rigor. The interdisciplinary nature of the publication helps identify connections between different fields of study. Rather than limiting submissions to conventional disciplinary boundaries, the journal supports research that examines topics from multiple perspectives. Articles range from original empirical studies to theoretical frameworks that examine complex phenomena. This approach allows for the consideration of questions that benefit from cross-disciplinary insights.

    As an open-access publication, the journal supports broad access to academic work, fostering inclusive participation in academic discourse. The platform values submissions that present thoughtful methodological approaches or examine developing aspects of established fields.

    The journal welcomes scholarly contributions from researchers at all career stages - from early-career researchers offering new perspectives to experienced scholars contributing to their fields. Through careful review of content spanning original research, comprehensive reviews, and case studies, the journal seeks to participate in meaningful academic dialogue.

    The journal is a Gold Open Access journal; online readers don't have to pay any fee.

  • Scholarly Insights

    Scholarly Insights

    Scholarly Insights is a double-blind, peer-reviewed journal that aims to contribute to academic discourse by bringing together meaningful research and thoughtful analysis across the full spectrum of academic disciplines. The scope encompasses the physical, applied, life, social, and behavioral sciences, alongside the humanities and arts.

    The journal serves as a platform where researchers, educators, and practitioners from around the world engage in productive dialogue and share valuable insights. Its mission is to explore new perspectives and ideas that help build bridges between different fields of study. Through fostering an inclusive academic environment, the journal facilitates exchanges that connect theoretical understanding with practical applications.

    Scholarly Insights recognizes the potential for discovery that exists when different disciplines interact and inform each other. The journal welcomes contributions that demonstrate careful methodology and clear reasoning while remaining accessible to a broad academic audience. Through thoughtful consideration of diverse research approaches, theoretical frameworks, and empirical findings, Scholarly Insights participates in and contributes to the ongoing development of scholarship across fields.

    The journal is a Gold Open Access journal; online readers don't have to pay any fee.

  • Professional Capital in Education

    Professional Capital in Education (PCE) is an international peer-reviewed journal sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES) that provides a dedicated platform for scholarly research and inquiry into the development and impact of professional capital in educational settings worldwide. The journal is committed to advancing an understanding of how professional expertise, capabilities, and resources can be cultivated and leveraged to enhance educational outcomes.

    PCE publishes original research articles, theoretical analyses, empirical studies, and critical reviews that examine the multifaceted dimensions of professional capital in education, including human capital, social capital, and decisional capital. The journal seeks to bridge the gap between research and practice by featuring work that demonstrates how professional capital can be developed and sustained to improve teaching, learning, and leadership in educational institutions.

    PCE is published twice a year as an open-access journal. All submissions go through a rigorous double-blind peer review process to ensure the highest standards of academic quality and integrity. The journal accepts various types of submissions, including original research articles (empirical studies), theoretical and conceptual papers, systematic literature reviews, case studies and best practice reports, as well as policy analyses and critical commentaries.

    Through its open-access policy, PCE ensures widespread dissemination of cutting-edge research and theoretical developments in the field of professional capital in education, serving as a resource for educational leaders, researchers, policymakers, and practitioners worldwide.

  • Narrative Discourse

    Narrative Discourse is an international peer-reviewed journal sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES) that provides a dedicated platform for scholarly research and inquiry into narrative forms, structures, and their applications across disciplines. The journal is committed to advancing an understanding of how narratives shape human experience, knowledge construction, and meaning-making processes.

    Narrative Discourse publishes original research articles, theoretical analyses, empirical studies, and critical reviews that examine the multifaceted dimensions of narrative, including literary narratives, personal narratives, cultural narratives, and disciplinary narratives. The journal seeks to bridge the gap between research and practice by featuring work that demonstrates how narrative approaches can be developed and applied to enhance understanding in diverse fields including literature, education, psychology, sociology, and communication studies.

    Narrative Discourse is published twice a year as an open-access journal. All submissions go through a rigorous double-blind peer review process to ensure the highest standards of academic quality and integrity. The journal accepts various types of submissions, including original research articles (empirical studies), theoretical and conceptual papers, systematic literature reviews, case studies and narrative analyses, as well as critical commentaries on narrative methodologies and theories.

    Through its open-access policy, Narrative Discourse ensures widespread dissemination of cutting-edge research and theoretical developments in the field of narrative studies, serving as a resource for scholars, researchers, educators, and practitioners worldwide interested in the power and function of narratives across contexts.