International Journal of Social Pedagogy Archives

Call for papers: The Loss of the ‘Social’ in Social Pedagogy and Social Work?

Posted on July 23, 2025 - 10:09 am by Amy Lynn

Social pedagogy and social work have historically been rooted in values of inclusion, solidarity, and collective care. However, in recent years, these professions have increasingly been shaped by individualised, clinical, and managerial approaches. Frameworks such as trauma-informed care and Adverse Childhood Experiences (ACEs) have gained prominence, often sidelining the broader social and political dimensions of practice.

This special issue asks what happens when the social mandate of these professions is lost, and and crucially, how can we reclaim it?

What the editors are looking for

Guest editors Mark Smith (University of Dundee), Sebastian Monteux (Abertay University), and Mie Engen (Aalborg University) welcome contributions that critically reflect on:

The political, economic, and epistemological shifts affecting social pedagogy and social work
How the ‘social’ has been conceptualised, lost, or reimagined across different national and cultural contexts
Practice-based examples that resist dominant paradigms and centre relational, community-rooted work
Philosophical and theoretical reflections on the future of the social professions

The editors are particularly interested in work that challenges the dominance of psychological and public health discourses, and that foregrounds relationship-centred, socially engaged practice.

Who should submit?

This call is open to both new and experienced authors. The journal encourages submissions from practitioners, researchers, and educators working across disciplines and sectors. Support is available for those less confident in academic writing or writing in English, and the editorial team is happy to discuss ideas in advance.

Submission to this special issue

Expressions of interest

Please send early expressions of interest to the IJSP Editorial Office (editors@internationaljournalofsocialpedagogy.com) by October 31st 2025 in the form of an abstract of 300-500 words, up to six references, and a 50-word biographical statement.

Full-draft submission deadline

Authors will then be invited to submit a full draft for editorial review by April 30th 2026 through the journal’s online submission system. Please consult the notes for authors on the journal’s webpage at https://journals.uclpress.co.uk/ijsp/.
Pre-submission enquires about your ideas are welcomed by emailing the journal, who will be happy to provide further guidance. The journal is keen to encourage new and existing writers and as such we can offer support in a variety of ways, e.g. for new writers, or for writers who are less confident about writing in English.

About the journal

The International Journal of Social Pedagogy is a peer-reviewed, open-access journal published by UCL Press. It is free to publish in and free to read, and it welcomes contributions that explore social pedagogy in its broadest sense—from early childhood to elder care, from theory to practice.

Essential reading for World Day of Social Justice

Posted on February 20, 2025 - 10:47 am by Ian Caswell

Celebrated in 20th February each year, the World Day of Social Justice is an international day recognising the need to promote social justice, which includes efforts to tackle issues such as poverty, exclusion, gender inequality, unemployment, human rights, and social protections.

We asked our journals team to share a selection of articles on 2025’s theme: ‘Strengthening a Just Transition for a Sustainable Future’.

Rethinking entrenched narratives about protected areas and human wellbeing in the Global South from UCL Open Environment

This important article outlines the five entrenched narratives regarding the relationship between protected areas and human wellbeing in the Global South, the and where the first three narratives being conservation being pro-poor, poverty reduction benefiting conservation, and compensation neutralising conservation costs, are problematic. The authors highlight the need to integrate social equity into conservation efforts, especially in light of the proposed expansion of protected areas.

Exploring the implications of university campuses as intercultural spaces through the lens of social justice from London Review of Education

This paper in London Review of Education explores how university campuses can serve as intercultural spaces that promote inclusivity and social justice, particularly in the context of increasing diversity among students. It highlights the need for both top-down and bottom-up strategies to address the challenges of social and academic exclusion, emphasizing the importance of integrating support for home and international students to foster intercultural connections.

Culturally responsive teaching through primary science in Aotearoa New Zealand from London Review of Education

A discussion of the integration of culturally responsive teaching in primary science education in Aotearoa New Zealand, highlighting the lack of support for teachers amidst curriculum changes. It emphasizes the partnership between mainstream science and Mātauranga Māori (Indigenous traditional knowledge) through cultural narratives, demonstrating how this approach can enhance learning and cultural competence for all students.

Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach from London Review of Education

An exploration of a pedagogical approach aimed at promoting justice-oriented teaching in school science education in England, addressing the need for more equitable engagement with STEM subjects. It highlights the importance of supporting teachers in adopting critical pedagogical practices that challenge social inequalities related to race, gender, and class, while emphasizing the value of learners’ cultural and social assets.

Raciality, intersubjectivity and transgression in the Brazilian system of socio-educational services: insights for social education from International Journal of Social Pedagogy

This fascinating article explores the intersection of racism, intersubjectivity, and transgression within Brazil’s socio-educational services, drawing on the theories of Paulo Freire and bell hooks. It presents a theoretical model to address ethnic-racial issues in educational contexts, aiming to enhance social education and inform public policies that promote social justice and anti-racism.

Research that resonated: highly cited articles

Posted on January 28, 2025 - 1:16 pm by Ian Caswell

Individual studying on a laptop in a library, surrounded by books and under the illumination of desk lamps.

As January comes to a close, the UCL Press journals team is delighted to highlight a collection of popular and highly cited articles from journals including London Review of Education, International Journal of Social Pedagogy, History Education Research Journal and UCL Open Environment.

As a mission oriented not-for-profit university press that publishes across the academic spectrum, we uphold our commitment to open science and scholarship by making all of our journals’ high-quality research as freely available. Our journals do not levy any publication fees; we believe that global access to knowledge should be shared, read and cited by all. In addition, the journals use a diamond Open Access publication model that removes the financial barriers for both readers and authors, further broadening the promotion of research, knowledge sharing, and dissemination of impactful articles.

This post celebrates some of our journals programme’s most popular and highly cited publications and is testament to the rigorous efforts of our editors’, reviewers’, and authors’ contribution to their fields.

London Review of Education

Decolonisation of curriculum: the case of language education policy in Nepal
While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal.

Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland
This article highlights how Finland’s rigorous, research-based teacher education system fosters autonomous and agentic teachers, contributing to the country’s strong performance in international assessments like PISA. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.

Education, decolonisation and international development at the Institute of Education (London): a historical analysis
This article reviews the process of building relationships around education and international development at the IOE, UCL’s Faculty of Education and Society. Looking at how hierarchies linked to colonialism were inscribed in initial structures and unevenly and disparately contested by students, staff and a range of interlocutors around the world over one hundred years, authors ask, how does this history shape practice in the present and perspectives on the future?

German social pedagogy and social work: the academic discourses mapping a changing historical relationship
The term ‘social pedagogy’ was coined in Germany, a country which also provided fertile ground for the early development of social work. This article reconstructs the evolution of the two disciplines, which existed alongside one another for much of the twentieth century.

Citizenship to (counter)terrorism: the need to de-securitise the Norwegian education system and create space for democratic resilience
Education for citizenship has been the subject of growing policy and research attention since the beginning of the twenty-first century. Yet, alongside conventional assumptions that school can help young learners develop socio-political attitudes that support democratic attitudes and behaviours, there are growing political expectations that educators will actively prevent terrorism. This article examines how precautionary counterterrorism logic can cause harmful and exclusionary pedagogical practices.

Research for All

Collaboration between doctoral researchers and patient research partners: reflections and considerations
A key principle of working in collaboration with patient research partners (patients contributing to research projects as team members, rather than as participants) is that they should be equal partners with researchers and health professionals. This presents a challenge in doctoral research, where students are expected to own their research decisions. This paper provides practical suggestions for working effectively with patient partners throughout the doctoral process and offers suggestions for formalising the process to support both parties to ensure that patient partners’ involvements are not tokenistic.

How can impact strategies be developed that better support universities to address twenty-first-century challenges?
To better address twenty-first-century challenges, research institutions often develop and publish research impact strategies but, as a tool, impact strategies are poorly understood. This study provides the first formal analysis of impact strategies from the UK, Canada, Australia, Denmark, New Zealand and Hong Kong, China, and from independent research institutes.

Read more about Research for All.

History Education Research Journal

Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada
In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Operating in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. This article represents an exploration of an emerging field of debate around whether historical thinking and Reconciliation are compatible.

Why is ‘powerful knowledge’ failing to forge a path to the future of history education?
The concept of ‘powerful knowledge’ has become extremely influential in discussions about curriculum in England over the last ten years. However, the concept seems to have done little to revolutionise curriculum design and, in some cases, it has led to curricular narrowing and a focus on an increasingly nationalistic narrative in history. This paper explores these claims and finds that key voices in education in England and history education, specifically, have misunderstood and misapplied the concept of powerful knowledge.

UCL Open Environment

A short history of the successes and failures of the international climate change negotiations
Over the last 35 years, international negotiations have sought to address climate change, leading to notable successes, including the 2015 Paris Agreement to limit global temperature rise to well below 2°C and pursue efforts to stay below 1.5°C. This article reviews past progress and future goals for the UNFCCC/COP meetings.

Rethinking entrenched narratives about protected areas and human wellbeing in the Global South
Attempts to link human development and biodiversity conservation goals remain a constant feature of policy and practice related to protected areas. Underlying these approaches are narratives that simplify assumptions, shaping how interventions are designed and implemented. This paper examines evidence for five key narratives.

A full version of this article originally published on the UCL Press journals website.

Essential journal articles for International Day of Education

Posted on January 24, 2025 - 1:21 pm by Ian Caswell

To celebrate International Day of Education 2025, UCL Press’s journals team share a range of essential articles on this year’s theme: AI in education. This article originally appeared on the UCL Press journals site.

With Google searches for ‘AI’ skyrocketing in 2023 and the global AI market size projected to reach US$243.70bn in 2025, artificial intelligence has officially entered the zeitgeist of the 2020s. AI is reshaping how human society fundamentally functions, and the role of AI across industries will only continue to expand as AI-driven systems become increasingly sophisticated. It’s no surprise, then, that UNESCO has dedicated the International Day of Education 2025 to AI, inspiring reflections on the possibilities, challenges, and ethical responsibilities that this technology elicits in the schooling of children, youth, and adults worldwide.

The United Nations General Assembly proclaimed 24 January as International Day of Education to celebrate quality education as a conduit for peace, equality, and wellbeing for every community, everywhere. UNESCO recognises education as a human right and public responsibility, and International Day of Education is an opportunity to engage with education frameworks as a collective and mobilise resources to drive the charge toward educational equity. In the spirit of knowledge sharing, UCL Press’s journals team presents a range of articles on AI in education, along with supplementary materials to enrich your understanding of education policy.

Understanding AI and Automation in Education

From alleviating administrative duties and tailoring curriculums to computerising admission processes and informing resource allocation, AI can be – and is – used in learning spaces to enhance the educational experience in a way that still honours the unique and essential input of human educators. Uses of Artificial Intelligence and Machine Learning in Systematic Reviews of Education Research by Henrik Karlstrøm in the London Review of Education explores how AI and machine learning can improve systematic reviews in education research. By automating processes like literature retrieval, content analysis, and bibliometric mapping, AI can help manage the growing volume and complexity of academic publications.

Karlstrøm also acknowledges that while these technologies enhance efficiency, careful validation and understanding are crucial to address challenges related to transparency, reliability, and potential over-reliance on automated systems. A special feature in the same journal, ‘AI in Education’, brings together articles featuring a diverse perspective on issues related to adjusting to the challenges and opportunities brought by AI in the field of education. Leaton Gray’s article Artificial Intelligence in Schools: Towards a Democratic Future further highlights the need for greater transparency, regulatory frameworks, and collaborative development to ensure AI systems empower students and educators rather than reinforcing commercial interests and systemic biases. These insights underscore the need for balance and ethical analysis in the adoption of AI-enabled machines.

Ensuring the responsible use of AI in education is a self-sustaining cycle. Developing a mass awareness of AI’s value and limitations depends on learning pathways that teach AI as a supplementary tool and not a definitive solution. Foregrounding trusted research is crucial for facilitating informed discussions and critically examining the profound impact of AI on the future of education.

Looking Beyond AI: Other Educational Resources

Although the spotlight is on AI this International Day of Education, considering other pedagogical themes is essential to developing a nuanced understanding of empowered education systems. Articles from the International Journal of Social Pedagogy and the International Journal of Development Education and Global Learning explore how education can tackle broader societal challenges. Felton et al.’s Civic Action on Social Media demonstrates how fostering digital media literacy can prepare students for civic engagement in a digital age. Similarly, Wimpenny et al.’s work investigates how collaborative online international learning can deepen students’ understanding of global citizenship education.

History Education Research Journal examines the obligation institutions have to decolonise their teaching practices and socially support young people, such as preparing school students to respond to climate crises, engaging with Indigenous scholarship to enhance history education, and embracing scaffolding and translanguaging as pedagogical approaches in teaching history. UCL Open Environment also features research on environmental education, providing a platform for student perspectives on climate change and sustainability education in England and reflecting on the important contribution that all subjects can make towards developing interdisciplinary, complex understandings of the environmental emergency.

Finally, the Architecture_MPS journal offers a critical perspective on higher education. The Death and Life of UK Universities and the Cultural Spaces They Consume critiques how neoliberalism and corporatisation have shaped British universities, urging educators to reclaim these institutions as spaces for cultural and academic growth.

Join the Conversation

Thank you for celebrating International Day of Education with us! Explore these featured articles to learn more about preserving human agency in education in a technologically advancing world.

From December 2025, History Education Research Journal will begin publishing a new thematic area investigating the relationship between generative artificial intelligence and history education. This new theme aims to investigate what the widespread use of generative AI means for history education.

Peer review week Q&A with the editors of the International Journal of Social Pedagogy

Posted on September 26, 2024 - 9:07 am by Amy Lynn

Amy Lynn (AL): What are the challenges with getting a good peer review?

CC/GE: There are two main challenges: Good reviewers are often very busy academics and have limited time to undertake extra work such as doing a thorough peer review. Also, particularly for niche topics, it can be hard to find peer reviewers who have just the right mix of expertise. Particularly as an international journal, we rely on reviewers who have a detailed understanding of the authors’ national context as well as thorough thematic expertise.

AL: How do you select reviewers for each paper?

CC/GE: We often select editorial board members or previous authors as reviewers, so have built up a pool of reliable reviewers over the last 12 years. We also ask them for recommendations from within their professional networks. And we draw on our own professional networks within the editorial team. Every now and again, we need to do a bit more research to find potential reviewers who have the right expertise.

AL: If you could give three key points for reviewers to consider when they are writing what would you say?

CC/GE: A lot of authors tell us that the peer review process hugely adds to the quality of their publication. And it helps us as editors make sound decisions. That’s easiest when reviewers are constructive (pointing out how authors can strengthen their argument rather than critiquing what’s wrong), are clear and specific (so that authors know exactly where their argument might lack focus or what they might not have considered), and focus on the content and contextual factors that an international with a variety of different backgrounds might need to be aware of.

AL: How would you encourage early career researchers to get involved in the peer review process?

CC/GE: Ask to read a few initial submissions and practice your critical thinking skills, compare the review recommendations you would give with the review reports submitted to the journal, and then check out how these are reflected in the published manuscript. You could also do a peer review together with a more experienced colleague. Definitely play to your strengths, so you can approach journal editors and offer to review any submissions that are clearly within your area of expertise. You can also ask for guidance from the editors and for feedback before you log your peer review. Even some very experienced peer reviewers ask every now and again whether their reviews are sound. And don’t worry about getting it wrong! Authors might disagree with your comments but will reflect on them (which is important), and editors usually appreciate different perspectives and interpretations, which enable them to make better publishing decisions.

AL: How should authors consider peer review comments when revising their paper?

CC/GE: Consider them a gift and try not to become defensive. Instead, read them with a focus on how these comments can help you write an even better paper. Peer reviewers are reflective of your paper’s future readers, so each review tells you something important about how your argument will be received and what you might need to strengthen. Remember that the world’s greatest novelists go through loads of edits before their work is published. It’s an essential part of the writing process.

AL: This year’s theme for peer review week is Innovation and Technology in Peer Review. With the advent of A.I. tools to assist writing up research, do you imagine A.I. could be used to provide a good review?

CC/GE: A.I. can be really helpful in some respects, such as improving an article’s structure and focus, ensuring that the writing is clear and concise, that spelling, grammar, referencing styles, etc. are correct. As A.I. has been trained on an incredible amount of publications, it can also potentially help interrogate an article’s rigour. So it can add to the review process in several important ways. However, I don’t think it can replace the professional judgment which a good peer reviewer can provide, because some of that is about the wider contribution to their field’s discourse and how well this paper might fit into that.

AL: Do you have a message for the journal’s peer reviewers?

CC/GE: You have helped us bring out the very best in the authors who have published with us! I’m hugely appreciative of your reviews – not just because they improve the quality of the papers we accept, but also because they reflect social pedagogical principles of being constructive, supportive and collaborative.

About the editors

Amy Lynn is Journals Development Editor at UCL Press. Her portfolio covers a variety of topics includes UCL IOE’s flagship journal London Review of Education and the International Journal of Social Pedagogy.

Claire Cameron is Professor of Social Pedagogy at the Thomas Coram Research Unit, UCL IOE. She is co-editor of the UCL Press open access books Transforming Early Childhood in England (with Peter Moss) and Social Research for our Times (with Alison Koslowski, Alison Lamont and Peter Moss) in addition to co-editing International Journal of Social Pedagogy..

Gabriel Eichsteller is co-founder of ThemPra Social Pedagogy, a social (pedagogical) enterprise supporting the development of social pedagogy in the UK through short courses, capacity-building programmes and strategic development. He is also co-editor the International Journal of Social Pedagogy.