The McGill Journal of Education (MJE) is a peer-reviewed, interdisciplinary, open access, bilingual scholarly journal published three times a year. Embracing a broad conception of education, the MJE is dedicated to connecting educational research, theory, policy and practice by inviting thoughtful and critical submissions from scholars and practitioners working in diverse areas of education and learning in Quebec, Canada and internationally. These include formal, non-formal, informal, or incidental forms of teaching and learning; from preschool to adult education; in a range of social settings within and outside of school, and community/popular education contexts. The journal welcomes critical discussion and debate on issues in education through its regular and guest themed issues. Recent themes have included such topics as: Canadian education, Quebec education, Indigenous education, evolution education, mentoring, learning in social action, schools and the courts, student engagement, young people and media, and narrative. A primary goal of the MJE is to open spaces for the exchange of ideas across disciplinary boundaries and among diverse audiences (academic, practitioner, broader public). For this purpose, the journal will feature avenues for peer-reviewed and non-peer-reviewed (editorial) publications and discussion forums; the journal also publishes book reviews. Another of its major goals is to provide a window on developments in education and learning in the Quebec context as well as throughout Francophonie by encouraging English- and French-language submissions. MJE is also committed to supporting the work of emerging scholars.
The Globethics.net library contains articles of McGill Journal of Education (MJE) as of vol. 1(1966) to current.
McGill Journal of Education / Revue des sciences de l'éducation de McGill. All rights reserved.