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.


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

Page last modified: March 1, 2018



Special Issue: Inequalities and the Curriculum

Guest Editors: Alice Sullivan, Morag Henderson, Jake Anders, Vanessa Moulton


Inequalities and the curriculum Alice Sullivan, Morag Henderson, Jake Anders and Vanessa Moulton

Philosophical debates on curriculum, inequalities and social justice Richard Pring

Young people’s views on choice and fairness through their experiences of curriculum as examination specifications at GCSE Rhian Barrance and Jannette Elwood

Working at a different level? Curriculum differentiation in Irish lower secondary education Emer Smyth

Inequalities in school leavers’ labour market outcomes: do school subject choices matter? Cristina Iannelli and Adriana Duta

The role of schools in explaining individuals’ subject choices at age 14 Jake Anders, Morag Henderson, Vanessa Moulton and Alice Sullivan

Does what you study at age 14–16 matter for educational transitions post-16? Vanessa Moulton, Alice Sullivan, Morag Henderson and Jake Anders

The relationship between A-level subject choice and league table score of university attended: the ‘facilitating’, the ‘less suitable’, and the counterintuitive Catherine Dilnot