Pedagogy, Culture and Society

Aims & Scope

Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate.

The identity of the journal is built on the belief that pedagogy debate has the following features: -Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. -Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion. -Pedagogy debate is eclectic and interdisciplinary: it draws on a wide range of different intellectual and practical traditions to clarify core problems and sustain deliberation. -Pedagogy debate is concerned with the past, present and future: it involves thinking reflectively and critically about pedagogy policy and practice with the aid of organising concepts such as culture, politics and ideology. -Pedagogy debate is culturally diverse: it involves communication between participants whose thinking is shaped by different cultural conditions ranging from the ‘post-colonial’ condition of many African and Asian countries to the ‘post-centralised’ condition of Eastern Europe and the ‘post-modern’ condition of Western liberal democracies.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.9

SJR (SCImago Journal Rank)

Year	Value
2024	1.055

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	49

Journal Rank

Year	Value
2024	4425

Journal Citation Indicator

Year	Value
2024	614

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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.

• Learning with children, ants, and worms in the Anthropocene: towards a common world pedagogy of multispecies vulnerability

  Citation: 235

  Authors: Affrica, Veronica

• ‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations

  Citation: 219

  Authors: Louise, Jennifer, Jonathan, Justin, Beatrice, Billy

• Identity, well‐being and effectiveness: the emotional contexts of teaching

  Citation: 165

  Authors: Christopher, Alison

• Disciplines and theory in the academic study of education: a comparative analysis of the Anglo-American and Continental construction of the field

  Citation: 156

  Authors: Gert

• Student voice: theorising power and participation

  Citation: 147

  Authors: Carol, Carol

• Materialities, textures and pedagogies: socio-material assemblages in education

  Citation: 144

  Authors: Tara, Paolo

• Spatiality and the place of the material in schools

  Citation: 122

  Authors: Jane

• Knowing practice: searching for saliences

  Citation: 117

  Authors: Stephen

• Research for praxis: knowing doing

  Citation: 117

  Authors: Stephen

• Learning spaces and pedagogic change: envisioned, enacted and experienced

  Citation: 111

  Authors: Dianne, Ben, Helen

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