Category Archives: London Review of Education

UCL Press is delighted to announce the appointment of Prof. John Gray and Prof. Miguel Pérez-Milans, both from UCL IOE, as joint editors-in-chief of the open access journal London Review of Education. With their extensive expertise and commitment to educational research, they bring a wealth of experience that will help shape the journal’s future while maintaining its core values of openness, diversity, and scholarly excellence.

Commenting on their appointment, they said:

‘We’re both delighted to have joined the LRE, one of the most exciting open access journals in the field, and we look forward to championing the journal over the coming years and extending its global and disciplinary reach.‘

They replace Prof. Hugh Starkey, who was editor-in-chief from 2014, and oversaw the journal’s transition from UCL IOE Press to UCL Press in addition to its transformation into a fully open access journal. We thank him for his long tenure as editor-in-chief.

Looking Ahead

Under the leadership of Professors Gray and Pérez-Milans, LRE will continue to champion high-quality, interdisciplinary research that challenges and informs educational debates worldwide. Their expertise in language, discourse, and pedagogy will further enrich the journal’s scope, ensuring it remains a vital platform for educators, researchers, and policymakers engaged in shaping the future of education.

We look forward to the innovative perspectives they will bring and invite researchers from around the world to contribute to the ongoing dialogue on education through LRE.

Find out more about the journal at journals.uclpress.co.uk/lre

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About the Editors

Professor John Gray is a Professor of Applied Linguistics and Education at the UCL Centre for Applied Linguistics. With a background in English language teaching and teacher education, he has worked extensively in Spain before transitioning to higher education. His research explores the intersection of language, culture, and pedagogy, with a particular focus on language teaching materials and teacher identity.

He has authored several influential works, including The Construction of English: Culture, Consumerism and Promotion in the ELT Global Coursebook (2010) and Social Interaction and English Language Teacher Identity (2018). With experience serving on editorial boards and research councils, Professor Gray brings a deep understanding of linguistic education and its broader social implications to his role at LRE.

Professor Miguel Pérez-Milans is a Professor of Language, Discourse and Communication at UCL Institute of Education, where he also co-directs the UCL Centre for Applied Linguistics. His research delves into the intersections of language policy, discourse, and urban multilingualism, examining how education and language shape social identities and power structures globally.

His editorial experience includes serving as Editor-in-Chief of Language Policy (Springer, 2020-2025) and co-founding Language, Culture and Society (John Benjamins, 2019-2024). His global academic journey, with positions at universities in Madrid, Hong Kong, and London, reflects LRE’s commitment to fostering international collaboration and dialogue in education.

About London Review of Education

London Review of Education is a fully open-access, peer-reviewed journal that provides a diversity of perspectives on all types, sectors and phases of education. It is free to read and free to write for; there are no article processing charges.  Founded in 2003 by the UCL Institute of Education (IOE), but independent from it, LRE maintains the Institute’s principled concern for social justice.

London Review of Education, UCL Press’s flagship fully open-access journal based in IOE, UCL’s Faculty of Education and Society, is seeking to expand the membership of its editorial board. The journal publishes cutting edge research and scholarly work from across the world and particularly welcomes interdisciplinary contributions that explore and interrogate the links between research, policy and practice, with a strong focus on social justice.   

The journal wishes to recruit new editorial board members based in a variety of contexts with expertise specifically in the following disciplinary areas and educational research more broadly:

• Religion and religious education
• Anthropology
• Psychology
• Second language education
• Critical sociolinguistics/applied linguistics
• Gender, sexuality and queer studies
• Spatiality and place in educational settings

Editorial board members are appointed on a three-year basis and are expected to act as champions of the journal in their institutions and networks, attend and contribute to the termly editorial board meetings, and participate in the peer review process (reviewing up to 4 manuscripts per year). In addition, editorial board members will subscribe to our equity, diversity and inclusion policy (https://www.ucl.ac.uk/ioe/about-ioe/equity-diversity-and-inclusion).

To be an effective member of the LRE Editorial Board, individuals should ideally meet several personal and professional criteria to bring a wide range of expertise, experience and diverse perspectives to the journal.

Essential criteria include:

• A thorough understanding of one of the abovementioned disciplinary areas;
• Active involvement in research, practice, or policy making, within one of these areas;
• High standards of ethical behaviour with regard to research and its assessment;
• Ability to provide clear, fair, and constructive feedback and assessment and justify actions.

Desirable criteria include:

• Experience of peer-reviewing for other academic journals.

Expressions of interest accompanied by a CV should be sent to uclpressjournals@ucl.ac.uk by 23/03/2025 

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.

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?

Read more about the London Review of Education.

International Journal of Social Pedagogy

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.

Read more about the International Journal of Social Pedagogy

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.

Read more about the History Education Research Journal.

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.

Read more highly cited articles from UCL Open Environment

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

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.

London Review of Education, a wide-ranging journal that covers topics in education, is excited to share the launch and publication of a new special feature: ‘Systematic Reviews in Education: Producing and acquiring knowledge in times of crisis and social change’.

Edited by Dr Janice Tripney from UCL IOE’s Social Research Institute and Prof Sabine Wollscheid from The Nordic Institute for Studies in Innovation, Research and Education, Norway ), this new open access special feature brings together a collection of articles on systematic review methodology and their application in education and related fields. The intent is to provide an overview of the current state of research on these topics and to characterise the major findings or implications of this research, covering two categories:

• Systematic reviews that stand to make important contributions to the most pressing challenges facing decision-makers in education, including but not limited to reviews responding to the social crisis created by the Covid-19 pandemic.
• Articles highlighting technological or data-related innovations in methodology that are relevant to future systematic reviews in education and related subject areas.

The first two articles to publish in this series are:

• The UK Prevent Strategy’s ‘fundamental British values’: a qualitative systematic review of perspectives from the education sector  by Mark Reed (Analyst, National Audit Office, London, UK) and Rebecca Rees (Director, Social Science Research Unit, UCL, London, UK)
• Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic by Leanete Thomas (Lusofona University, Lisbon, Portugal), André Freitas (Lusofona University, Lisbon, Portugal) and Rita Tavares de Sousa (University of Porto, Porto, Portugal).

Additional articles are due to publish in this special feature in the coming months. More information about London Review of Education and the special series can be found at https://journals.uclpress.co.uk/lre/collections/601

London Review of Education (LRE), marks IOE, UCL’s Faculty of Education and Society’s 120th year with a special issue celebrating the past and ongoing influence of the faculty in educational and social thought, practice and development.

Edited by Professor Hugh Starkey (LRE’s editor-in-chief) and Professor Li Wei (IOE Director and Dean), the result is a range of articles that critically engage with the educational and social thought, practice and development associated with IOE over its 120-year history. 

Articles published to date offer critical reflections on some of IOE’s foundling disciplines, such as the philosophy of education, to intercultural studies and diversity in education, as shaped by notable figures in the history of the Institute, and include:

• Knowledge and sociality: on the Institute of Education (London) as a second home by Michael W Apple
• Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon by Claire Goodley and Jane Perryman
• Berry Mayall and Roy Bhaskar: critical thinkers by Priscilla Alderson
• Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London) by Namrata Sharma
• Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain? by Martyn Hammersley
• Education, decolonisation and international development at the Institute of Education (London): a historical analysis by Elaine Unterhalter and Laila Kadiwal
• Richard Peters and his legacy by John White and Patricia White

The issue also explores how hierarchies linked to colonialism shaped educational and institutional practice and analyse the journey towards decolonialised, socially just alternatives, as well as the emergence of the sociology of education in Britain, comparing competing conceptions of the discipline. Forthcoming topics will cover forms of knowledge and its influence on teaching practice, the development of primary teacher education, and much more. 

Founded in 2003, the LRE is an open-access, peer-reviewed journal that reflects IOE’s broad interests in all types, sectors and phases of education in all contexts and its commitment to cross-discipline analysis. All volumes are available online and article and book review submissions are welcome. 

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Links

• Read IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development 
• IOE120 
• London Review of Education