Emerald Studies in the Sociology of Education

Submission guidelines

Proposals are welcomed from scholars at all stages of their careers on a multitude of topics including: political and economic context for education; childhood schooling and pupil voice; non-traditional consideration of critical pedagogy 'race' and gender; the role of education in a multicultural society; inequalities in educational opportunity in terms of class ethnicity and disability; education equality and social justice; educational transitions; community and family engagement.

The series is currently calling for full book proposals. Reach out to the series editors or Commissioning Editor for a proposal form.

See our guidance on how to write a proposal

Contact

Series editor: Jon Rainford
Email: [email protected]

Senior Commissioning Editor: Katy Mathers
Email: [email protected]

Editorial team

Series Editor

Jon Rainford is a Senior Lecturer in the School of Education, Childhood, Youth and Sport at The Open University. He has worked in education for the past 15 years and his research centres on issues of education and social justice. Recent work has focused on the educational experiences and transitions of a number of key groups, namely young men, neurodivergent people and part-time doctoral researchers. He is also interested in the way in which education policy is enacted in support of marginalised groups in education, and his PhD focused upon how widening participation policy is enacted.

Jon is a co-convenor for the British Sociological Association Education Study group. He co-edited The business of widening participation: policy practice and culture (Emerald) with Colin McCaig and Ruth Squire and co-authored Thriving in part-time doctoral study (Routledge) with Kay Guccione.

Calls for submissions

Aims and scope

Emerald Studies in the Sociology of Education provides a home for monographs, edited collections and shortform books that contribute to knowledge in differing national and historical contexts and explore 'big ideas' such as inequality, power and identity and their application to contemporary educational issues and debates. The series is also a home for international scholarship from a wide range of global contexts.

The series is a home for work by emerging and established scholars that focuses on empirical studies. A key focus is to highlight how social inequality intersects with different types of formal non-formal and informal education settings. The series provides a platform for the discussion and interpretation of the relationships between educational provision and wider social structures.

The series also has a particular concern with intersectionality and welcomes book proposals that explore how educational experiences intersects with identity including race, sexuality, religion, class and disability in emergent and contemporary debates.

This title is aligned with our quality education for all goal

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.

SDG 16 Peace, justice & strong institutions

Find out about our quality education for all goal