Journal Guide

Diaspora, Indigenous, and Minority Education: An International Journal (DIME) 8211; a quarterly peer-reviewed journal focused on critical discourse and research in diaspora, indigenous, and minority education 8211; is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations. It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed. DIME invites research from a variety of theoretical and methodological perspectives that emphasize the centrality of marginal voices and a peripheral gaze, and which draw attention to the complex interrelations between political, economic, historical, and social contexts, as well as the ways in which these various contexts shape educational policies, practices, curricula, and outcomes. The journal welcomes articles that ground theoretical reflections in specific empirical research and case studies of diverse locations and peoples as yet underrepresented within scholarly research and literature, as well as action or participatory research studies of exemplary or 8220;best8221; practices. Intended to bridge arbitrary disciplinary boundaries in which such research and theorizing are currently conducted, DIME encourages cutting-edge work from around the world to enhance understanding of the relationships between home and school cultures; educational development, curriculum, and cultural change; local, regional, national, and/or transnational forces or institutions; culture, ethnicity, and gender in identity construction; migration and educational change; and societal attitudes and cultural variation.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Digital Creativity is a major peer-reviewed journal at the intersection of the creative arts and digital technologies. It publishes articles of interest to those involved in the practical task and theoretical aspects of making or using digital media in creative contexts. By the term 'creative arts' we include such disciplines as fine art, graphic design, illustration, photography, printmaking, sculpture, 3D design, interaction design, product design, textile and fashion design, film making, animation, games design, music, dance, drama, creative writing, poetry, interior design, architecture, and urban design. The following list, while not exhaustive, indicates a range of topics that fall within the scope of the journal: New insights through the use of digital media in the creative process The relationships between practice, research and technologyThe design and making of digital artefacts and environmentsDigital based media in the learning of arts and designInteraction relationships between digital media and audience / publicAspects of digital media and storytellingTheoretical conceptsPeer Review Policy:All research articles published in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by at least two referees.Disclaimer for scientific, technical and social science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Digital Journalism provides a critical forum for scholarly discussion, analysis and responses to the wide ranging implications of digital technologies, along with economic, political and cultural developments, for the practice and study of journalism. Radical shifts in journalism are changing every aspect of the production, content and reception of news; and at a dramatic pace which has transformed ‘new media’ into ‘legacy media’ in barely a decade. These crucial changes challenge traditional assumptions in journalism practice, scholarship and education, make definitional boundaries fluid and require reassessment of even the most fundamental questions such as "What is journalism?" and "Who is a journalist?"

Digital Journalism is edited by Bob Franklin, Professor of Journalism Studies at Cardiff University, UK. The editorial board includes internationally distinguished journalists and scholars of journalism studies. Watch a video of Bob talking about Digital Journalism here.

Digital Journalism pursues a significant and exciting editorial agenda including:

• Digital media and the future of journalism;
• Social media as sources and drivers of news;
• The changing ‘places’ and ‘spaces’ of news production and consumption in the context of digital media;
• News on the move and mobile telephony;
• The personalisation of news;
• Business models for funding digital journalism in the digital economy;
• Developments in data journalism and data visualisation;
• New research methods to analyse and explore digital journalism;
• Hyperlocalism and new understandings of community journalism;
• Changing relationships between journalists, sources and audiences;
• Citizen and participatory journalism;
• Machine written news and the automation of journalism;
• The history and evolution of online journalism;
• Changing journalism ethics in a digital setting;
• New challenges and directions for journalism education and training;
• Digital journalism, protest and democracy;
• Journalists’ changing role perceptions;
• Wikileaks and novel forms of investigative journalism.

All articles in Digital Journalism have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by two anonymous referees. Instructions for Authors can be found here. 

 
Related Journals:  Journalism Practice | Journalism Studies

Diplomacy & Statecraft is an international journal which should be read by all those who have a professional or general concern with international history and the contemporary conduct of international affairs. It offers regular articles on diplomatic history, together with 'professional interest' items, such as reviews of recently declassified documents. Former diplomats and other practitioners contribute invaluable reflections on their experiences.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Disability & Society is an international journal providing a focus for debate about such issues as human rights, discrimination, definitions, policy and practices. It appears against a background of change in the ways in which disability is viewed and responded to. Definitions of disability are more readily acknowledged to be relative; segregated approaches are seen as inadequate and unacceptable - placing greater emphasis on community care and inclusion. However, policy intentions may not have the desired effects on the realities of everyday practice and policy changes themselves may be merely cosmetic, or appropriate but unfounded. The Journal publishes articles that represent a wide range of perspectives including the importance of the voices of disabled people. As well as main articles there is a Current Issues section that is intended to give people the opportunity to write about things that concern them in a less formal and academic way. The pieces should be interesting, controversial or even polemical and may encourage others to respond. They do not need to meet the conventional academic criteria but they should not be personal attacks or libellous. The word limit is 2000. If you are interested in writing a piece or know someone who is, please contact: Professor Alan Roulstone, School of Social Sciences, Lipman Building, Northumbria University, Newcastle NE1 8SX. Email: alan.roulstone@northumbria.ac.uk We have established a section within the Journal, entitled Student Perspectives, in which student papers will be published. Papers will be refereed and can explore any topic related to disability issues and questions. The papers must be authored by students undertaking under-graduate, postgraduate or research degrees. The papers need to be between 3000 and 7000 words (maximum). The papers should: * Provide an adequate review of disability studies literature. * Have clearly acknowledged sources. * Be specifically written for the Journal taking into account its ethos and audience. * Conform to the academic requirements of the Journal * Where necessary adequately discuss the methods used. * Have particular attention paid to the presentation and analysis of empirical data. * Pay attention to the Journal's policy on language. The paper should not be a straight reproduction of work produced for academic assessment. Submission details are the same as for main articles. See link to Instructions for Authors. Book Reviews Every edition of the journal contains up to four book reviews. These cover a wide range of issues on the social, political and cultural aspects of disability from a national and international perspective. The Book Reviews Editor, Alison Sheldon welcomes suggestions both for books to be reviewed and suitable reviewers. Letters and Doctoral Theses Special Issues The Journal also publishes Special Issues which address a chosen theme central to disability studies. The issues are open to submission of papers by any interested parties and they seek to include contributions from authors in a range of countries. All papers are refereed in line with the normal refereeing procedures of the Journal. The most recent Special Issue published in 2009 Vol 24, Number 5 is on the theme: 'Brave New World?': Disability and the 21st Century: Challenges and Solutions.' Future Special Issues, procedures and dates for submission, will be advertised at least 9 months in advance of the deadline. Peer Review Policy: All articles submitted to the journal undergo rigorous peer review. This involves anonymised refereeing by two anonymous referees and where there is a split decision by a third referee. The journal has an extensive editorial board of referees that have standing both nationally and internationally. Disclaimer for Scientific, Technical and Social Science publications: Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Discourse Processes is a multidisciplinary journal providing a forum for cross-fertilization of ideas from diverse disciplines sharing a common interest in discourse--prose comprehension and recall, dialogue analysis, text grammar construction, computer simulation of natural language, cross-cultural comparisons of communicative competence, or related topics. The problems posed by multisentence contexts and the methods required to investigate them, although not always unique to discourse, are sufficiently distinct so as to require an organized mode of scientific interaction made possible through the journal. The journal accepts original experimental or theoretical papers that substantially advance understanding of the structure and function of discourse. Scholars working in the discourse area from the perspective of sociolinguistics, psycholinguistics, discourse psychology, text linguistics, ethnomethodology and sociology of language, education, philosophy of language, computer science, and related subareas are invited to contribute. New ways of studying discourse processes in their full complexity can require new ways of presenting data and analyses. The electronic version of Discourse Processes allows access to multimedia (video and/or audio) content when it appropriately augments the presentation of a particular piece. Peer Review Policy: Manuscripts submitted to this journal undergo editorial screening and peer review by anonymous reviewers. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site.Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.Apart from articles and book reviews, Discourse also contains, from time to time, review essays, symposia on emerging issues, as well as interviews and policy debates.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. The list of reviewers for each year is published in the final number of the journal for that year.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Access to selected top articles from Educational Media & Technology JournalsDistance Education is a peer-reviewed journal of the Open and Distance Learning Association of Australia, Inc. It publishes research and scholarly material in the fields of open, distance and flexible education. Distance Education was one of the first journals published to focus exclusively on this area of educational practice, and today it remains a primary source of original and scholarly work in the field.All papers are reviewed by members of the Editorial Board with expertise in the areas(s) represented by a paper, and/or invited reviewers with special competence in the area(s) covered. The Editors reserve the right to make minor alterations to all papers that are accepted for publication.Disclaimer:The Open and Distance Learning Association of Australia Inc. and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, the Society and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society or Taylor & Francis.

Dutch Crossing published since 1977, is an interdisciplinary peer-reviewed journal, devoted to all aspects of Low Countries studies: Dutch language and literature, history and art history of the Low Countries, the social sciences and cultural studies, and Dutch as a foreign language. It also publishes conference papers, research reports, book reviews and occasionally, English translations of Dutch literary works. Coverage includes both the Netherlands and Belgium, as well as other places where Dutch historically had or continues to have an impact, including parts of the Americas, Southern Africa and South-East Asia. A special focus concerns relations between the Low Countries and the English-speaking world in all periods from the Middle Ages to the present day.

Dynamics of Asymmetric Conflict (DAC) is a pioneering interdisciplinary journal that publishes original papers and reviews that contribute to understanding and ameliorating conflicts between states and non-state challengers. These conflicts too often lead to violence, sometimes to the extremes of terrorism or genocide. Understanding the trajectory to violence requires examination of conflicts that do not escalate to violence as well as those that do. This means studying individuals, groups, and movements who challenge the state without violence, as well as those who turn to radicalism and terrorism. Similarly, it is necessary to study state agents, agencies, and policy makers who respond to challenge without violence, as well as those who turn to torture, ethnic cleansing and genocide.It follows from this multi-level and dynamic perspective that every social science is welcome in the journal. Scholars from anthropology, communications, criminology, economics, geography, history, political science, psychology and sociology are invited to join in a new subculture that includes policy makers, analysts, and officers of police, military and intelligence services, as well as officers of non-governmental organizations and foundations interested in peace and conflict. DAC aims to support an academic-practitioner community that will learn how to prevent and ameliorate violence between states and non-state challengers.The form of contributions is open, and may include interview reports, case histories, survey research, experiments, text analyses, formal modelling, empirical or theoretical reviews, notes identifying new directions of research needed or in progress, and media reviews.Contributions may be between 1,000-5,000 words; acceptance will be based on value per page such that longer contributions must make larger contributions.Special IssuesThe editors will occasionally invite related papers on a special topic, with the aim of publishing these papers as a special issue of the journal. Special issue authors are encouraged to offer their papers together as a panel presentation at a conference or annual meeting that can provide feedback and context in relation to the topic of interest.KeywordsActivism; conflict resolution; conflict transformation; dehumanization; ethnic cleansing; ethnic conflict; extremism; fanaticism; globalization; insurgency; negotiation; political violence; peacebuilding; protest; radicalization; rebellion; repression; social movement; state terrorism; transitional justice; torture.Peer Review IntegrityAll research articles in this journal, including those in special issues, special sections or supplements, have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two independent referees.Disclaimer NoticeTaylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Early Child Development and Care is a multidisciplinary publication that serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children. The periodical provides English translations of work in this field that has been published in other languages, and original English papers on all aspects of early child development and care: descriptive and evaluative articles on social, educational and preventive medical programs for young children, experimental and observational studies, critical reviews and summary articles. In addition to scientific papers, the periodical will contain book reviews, reports on conferences and other items of interest.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades.EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs. It is a publication established as a continuing forum for research and general policy articles in the rapidly growing area of early education services for the preschool child.The scope of Early Education and Development includes: children with disabilities, preschool and childcare programs, research on remedial programs, instructional and developmental techniques, school district and community policies, kindergarten screening, assessment devices and approaches, parental role and competencies, staff competencies, social and physical environment, school readiness, and early education and intervention. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees. Insofar as authors follow our instruction to completely blind their submissions, all review is double-blind. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Early Modern French Studies (formerly Seventeenth-Century French Studies) publishes high-quality, peer-reviewed, original articles in English and French on a broad range of literary, cultural, methodological, and theoretical topics relating to the study of early modern France. The journal has expanded its historical scope and now covers work on the sixteenth, seventeenth, and eighteenth centuries. Within this period of French literary and cultural history, the journal particularly welcomes work that will relate to the term 'early modern', as well as work that will interrogate it. It will continue to publish special issues devoted to particular topics (such as the highly successful 2014 special issue on the cultural history of fans) as well as individual submissions.

EMFS brings to its readership the work of both established figures and young researchers, and has historically provided a unique forum for the strong UK tradition of scholarship in the field. The journal is the official publication of the Society for Seventeenth-Century French Studies and was first published in 1979. Since then, the journal’s increasingly broad and inclusive stance has widened to include the full range of early modern artistic, musical, philosophical, scientific, political, and material concerns. Interdisciplinary in its interests and international in its scope, the journal continues to encourage contributions from throughout the UK, the US, France, Portugal, Sweden, Turkey, and the Republic of Ireland, among others.

Early Popular Visual Culture (EPVC) is a peer-reviewed, academic journal dedicated to stimulating research and interdisciplinary studies in relation to all forms of popular visual culture before 1930. EPVC examines the use and exploitation of popular cultural forms such as (but not limited to) cinema, photography, magic lanterns and music hall within the fields of entertainment, education, science, advertising and the domestic environment, and is primarily concerned with the evolving social, technological and economic contexts which such popular cultural products inhabited and defined. The journal contains a range of historical and theoretical readings of early popular visual culture, as well as offering selected facsimile materials of obscure and rare sources, reviews and research reports. There are also regular special thematic issues. The journal will be supported by the Visual Delights conference series and regular study-days. Peer Review Policy: All research articles published in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Disclaimer for scientific, technical and social science publications: Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

The importance of early childhood education and care in providing the foundations for lifelong learning is now widely acknowledged. Early Years: An International Journal of Research and Development aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies.As the official journal of TACTYC (Association for the professional development of early years educators), Early Years publishes up-to-date papers on all issues associated with early years education.There is a growing diversity of approaches to training early years practitioners for complex and demanding work within multi professional teams and with families from diverse social and cultural backgrounds. The editors welcome original, rigorous and clearly written contributions, in English, which: relate to the training, education and continuing professional development of all early years practitioners including managers, support staff, qualified teachers and higher education academics teaching on early childhood courses and specialisms compare the experiences, development needs and responsibilities of children, parents and practitioners in different kinds of setting and contexts report on research projects review work across an area of research present a detailed analysis of the experiences of individuals or small groups explore new approaches to the publication of knowledge about working with children Since 1978 TACTYC has sought, through its Journal and related activites, to provide a voice for all educators who work with young children. As a professional association with its own membership, TACTYC lobbies for the raising of standards in early years provision and promotes discussion of all issues associated with the training and development of early years practitioners.Membership of TACTYC includes a subscription to Early Years. For further information on how to join TACTYC, please visit www.tactyc.org.ukPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and TACTYC make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and TACTYC and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and TACTYC .

Sponsored by the Ministry of Science and Technology, Taiwan, East Asian Science, Technology and Society: An International Journal (EASTS) aims to bring together East Asian and Western scholars from the fields of science, technology, and society (STS). Examining issues such as human embryonic stem-cell research, family and reproductive technologies, and the globalization of Chinese medicine, the journal publishes research on how society and culture in East Asia interact with science, technology, and medicine. EASTS serves as a gathering place to facilitate the growing efforts of STS networks from Northeast Asia, Southeast Asia, North America, and Europe to foster an internationally open and inclusive community.