Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Editorial: Publishing in Studies in Philosophy and Education
Author(s): Biesta, G J J
Contact Email:
Keywords: Scholarly publishing
Public universities and colleges
Community and college
Academic writing
Issue Date: Jan-2010
Citation: Biesta GJJ (2010) Editorial: Publishing in Studies in Philosophy and Education, Studies in Philosophy and Education, 29 (1), pp. 1-3.
Abstract: Academic journals perform a double role. On the one hand they represent a particular field or area of scholarship and research; on the other hand they intervene in the field by representing the field in a particular way and by being open to contributions that challenge existing definitions of what the field is about. Sometimes such contributions challenge the boundaries of the field in an explicit manner, but more often than not such shifts occur over time and only gradually open up new areas of scholarship and research. Particularly in the humanities and social sciences such shifts are less of a revolutionary and more of an evolutionary nature (see Toulmin 1972). Journal editors occupy an interesting position in relation to this. Since they generally rely on unsolicited manuscripts and the outcomes of peer review, they have limited opportunity to steer a field in a particular direction. In this regard their role is more that of a facilitator and intermediary, albeit that there is some scope, particularly through special issues, to highlight or promote particular areas of scholarship.
DOI Link: 10.1007/s11217-009-9173-z
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.

Files in This Item:
File Description SizeFormat 
Biesta (2010) - Editorial in Studies in Philosophy and Education Vol29(1) pp1-3.pdfFulltext - Published Version96.06 kBAdobe PDFUnder Embargo until 2999-12-01    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.