Aims and Scope: Peace and Conflict: Journal of Peace Psychology welcomes scholarly manuscripts concerning peace, conflict, and their interaction at all levels of analysis, from interpersonal to community, regional, and international issues. The journal publishes empirical, theoretical, clinical, historical work, and book reviews on enduring and emerging issues that speak to the interests of researchers, practitioners, policy makers, and educators. The journal is international in scope and welcomes manuscripts from psychologists and scholars from kindred disciplines throughout the world. Peer Review Policy: All manuscripts undergo peer review that includes editorial screening and review by at least two anonymous referees. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.
The Peace and Sustainability journal is a platform for advancing research and discourse on the nexus between peace and sustainability. The goal is to promote systemic approaches that capture the complex and dynamic interrelations between human and ecological concerns and develop evidence-based and policy-relevant solutions toward more peaceful and sustainable futures.
Peacebuilding is a peer-reviewed international, comparative, multidisciplinary journal open to articles on contemporary and historical cases. It aims to provide in-depth analyses of the ideologies, philosophies, interests, and policies that underpin peacebuilding programmes and initiatives, and to connect with debates being held by policymakers, civil society personnel, scholars and students.
Peacebuilding is open to quantitative and qualitative methodologies, and particularly welcomes submissions that are prepared to challenge orthodox views and add new empirical insights into debates. It is interested in contributions from the 'subjects' of peacebuilding, as well as theoretical and methodological innovations (for example critical and ethnographic work, whether on or in post-conflict societies, or on donors and international actors).
Submissions are initially screened by the editorial team and then sent for double blind peer review to at least two reviewers.
Pedagogies: An International Journal brings together emergent and breaking work on all aspects of pedagogy: classroom teaching and learning in response to new communities and student bodies, curriculum and responses to new knowledge and changing disciplinarity, blends of traditional and new communications media in classrooms, and most importantly, how we might improve and renew the everyday work that teachers and students do in classrooms. Articles range from discussions, debates, and studies of the most tenacious and perennial educational problems--such as teaching to diversity and the persistent educational marginalization of specific communities--to those focusing on innovative engagements with new technologies and new forms of identity, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.