Educational Theory

Aims & Scope

First published in 1951, Educational Theory has long served as an important forum for scholarship and debate in the foundations of education.

The purpose of the journal is twofold: to foster the continuing development of educational theory and to stimulate discussion of educational concepts and aims among educators.

Sponsored by the John Dewey Society and the Philosophy of Education Society, and supported by several other scholarly associations, Educational Theory has always had a central concern with issues in the philosophy of education.

But its scope of theoretical work is much broader than that and it has always been a venue where philosophers and theoretically inclined scholars from other educational disciplines engage in a shared conversation about educational ideas, values, and policy issues.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	0.9

SJR (SCImago Journal Rank)

Year	Value
2024	0.280

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	52

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH

  Citation: 958

  Authors: Gert

• IS THERE A QUEER PEDAGOGY? OR, STOP READING STRAIGHT

  Citation: 431

  Authors: Deborah P.

• Why Metaphors Are Necessary and Not Just Nice¹

  Citation: 333

  Authors: Andrew

• Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited

  Citation: 308

  Authors: Gert

• GLOBALIZATION AND EDUCATION: DEMONSTRATING A “COMMON WORLD EDUCATIONAL CULTURE” OR LOCATING A “GLOBALLY STRUCTURED EDUCATIONAL AGENDA”?

  Citation: 245

  Authors: Roger

• INTERROGATING “TEACHER IDENTITY”: EMOTION, RESISTANCE, AND SELF‐FORMATION

  Citation: 230

  Authors: Michalinos

• Education, Accountability, and the Ethical Demand: Can the Democratic Potential of Accountability Be Regained?

  Citation: 203

  Authors: Gert J.J.

• CRITICAL PEDAGOGY AND ITS COMPLICITIES: A PRAXIS OF STUCK PLACES

  Citation: 168

  Authors: Patti

• Reimagining Critical Race Theory in Education: Mental Health, Healing, and the Pathway to Liberatory Praxis

  Citation: 153

  Authors: Ebony O., David

• “STRUCTURES OF FEELING” IN CURRICULUM AND TEACHING: THEORIZING THE EMOTIONAL RULES

  Citation: 152

  Authors: Michalinos

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