Cross-cultural Research of Cognitive Processes in a Work of Michael Cole

Ad Moral and Pedagogical Aspects of Durkheim's Understanding of Socialization

Teachers' Attitudes towards Early Tracking and Their Experiences with Pupils Transition to Selective "Multi-year gymnázia"

Curricular Reform in Slovakia in a Comparative Context

Marx Back in Schools: Multicultural Education as a Tool of a Better Society

Schoolchildren's Games - Purposeless Cooperation, Competition, Bullying?

AHEAD OF PRINT

Volume 14 (2023): Issue 2 (December 2023)

Volume 14 (2023): Issue 1 (June 2023)

Volume 13 (2022): Issue 2 (December 2022)

Volume 13 (2022): Issue 1 (June 2022)

Volume 12 (2021): Issue 2 (December 2021)

Volume 12 (2021): Issue 1 (June 2021) Special Issue: Home-Based Education

Volume 11 (2020): Issue 2 (December 2020)

Volume 11 (2020): Issue 1 (June 2020) Special Issue: Geography of Education

Volume 10 (2019): Issue 2 (December 2019)

Volume 10 (2019): Issue 1 (June 2019) Special Issue: Negotiating the Local and Global Discourses Shaping Early Childhood Education Practices in the Global South: An act of Decolonialisation. Editor: Vina Adriany

Volume 9 (2018): Issue 2 (December 2018)

Volume 9 (2018): Issue 1 (June 2018) Special Issue Title: Spaces of Early Childhood: Spatial Approaches in Research on Early Childhood Education and Care

Volume 8 (2017): Issue 2 (December 2017)

Volume 8 (2017): Issue 1 (August 2017) Special Issue: Dominant and Silenced ECEC Discourses – The International Perspective on Power Relations

Volume 7 (2016): Issue 2 (December 2016)

Volume 7 (2016): Issue 1 (June 2016) Issue Title: Themed Issue: Resisting Normal Science in Educational Research

Volume 6 (2015): Issue 2 (December 2015) Special Issue Title: New Zealand Perspectives on Early Childhood Education

Volume 6 (2015): Issue 1 (June 2015) Special Issue Title: Trends in Cognitive Education

Volume 5 (2014): Issue 2 (December 2014) Special Issue Title: Body and Education II: Embodied Meaning, Emotions, Race and Communication

Volume 5 (2014): Issue 1 (June 2014) Curriculum Perspectives and Shaping the Lived Body, Issue Editors: Zuzana Bánovčanová, Jan Slavík

Volume 4 (2013): Issue 2 (December 2013)

Volume 4 (2013): Issue 1 (June 2013) Neoliberalism, Pedagogy and the Curriculum: A Global Perspective II. Themed Issue, Andrew Wilkins (ed.)

Volume 3 (2012): Issue 2 (December 2012) Neoliberalism, Pedagogy and the Curriculum: A Global Perspective I.
Themed Issue, Andrew Wilkins (ed.)

Volume 3 (2012): Issue 1 (June 2012)

Volume 2 (2011): Issue 2 (December 2011) Governmentality-Neoliberalism-Education: the Risk Perspective, Editors: Ondrej Kašcák and Branislav Pupala

Volume 2 (2011): Issue 1 (January 2011)

Volume 1 (2010): Issue 2 (December 2010)

Volume 1 (2010): Issue 1 (June 2010)

Journal of Pedagogy

 The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier's Scopus indexing service, ERIC, and others.  JoP publishes two issues per year, including Themed Issues. To propose a Special Themed Issue, please contact the Lead Editor Dr. Ondrej Kaščák (okascak@truni.sk). All submissions deemed of sufficient quality by the Executive Editors are reviewed using a double-blind peer-review process. Scholars interested in serving as reviewers are encouraged to contact the Executive Editors with a list of areas in which they are qualified to review manuscripts. The Journal of Pedagogy is published at Trnava University, Trnava, Slovakia.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 