Oxford Review of Education

The Oxford Review of Education is one of the UK’s leading international education journals.

It aims to publish important new work in a form that is accessible to a broad educational readership and is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship. The Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective kind.

The Editors welcome proposals for future special issues. Full details can be found here

The journal is included in the Social Sciences Citation Index. Papers submitted to the journal are subject to peer review.

The editorial board meets twice a year and takes responsibility for the general development of the journal.


Submissions to the journal can only be made through ScholarOne. For information on how to submit click here.


For the Review’s website and information on how to subscribe or order a free sample copy click here.


John Furlong and Ingrid Lunt
Editorial office: Email: joanne.hazell@education.ox.ac.uk
Telephone: 0044 (0)1865 284407

Page last modified: April 20, 2017


Volume 43, number 2, April 2017


Evidence-based practice in autism educational research: can we bridge the research and practice gap? Karen Guldberg

Is the United States losing its status as a reference point for educational policy in the age of global comparison? The case of South Korea Youl-Kwan Sung and Yoonmi Lee

A tale of two narratives: student voice—what lies before us? Valerie Hall

Embodying life-long learning: Transition and capstone experiences Des Butler, Sandra Co, Rachael Field, Judith McNamara, Sally Kift and Catherine Brown

Omani girls’ conceptions of gender equality: addressing socially constructed sexist attitudes through educational intervention Fatma H. Al Sadi and Tehmina N. Basit

‘Poetry is not a special club’: how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people? Sue Dymoke

Dewey, democracy, and interdisciplinary learning: a Scottish perspective Malcolm Thorburn