Focus and Scope
The McGill Journal of Education (MJE) is a peer-reviewed, interdisciplinary, open access, bilingual scholarly journal published three times a year. Embracing a broad conception of education, the MJE is dedicated to connecting educational research, theory, policy and practice by inviting thoughtful and critical submissions from scholars and practitioners working in diverse areas of education and learning in Quebec, Canada and internationally. These include formal, non-formal, informal, or incidental forms of teaching and learning; from preschool to adult education; in a range of social settings within and outside of school, and community/popular education contexts. The journal welcomes critical discussion and debate on issues in education through its regular and guest themed issues. Recent themes have included such topics as: Canadian education, Quebec education, Indigenous education, evolution education, mentoring, learning in social action, schools and the courts, student engagement, young people and media, and narrative. A primary goal of the MJE is to open spaces for the exchange of ideas across disciplinary boundaries and among diverse audiences (academic, practitioner, broader public). For this purpose, the journal will feature avenues for peer-reviewed (blind review) and non-peer-reviewed (editorial) publications and discussion forums; the journal also publishes book reviews. Another of its major goals is to provide a window on developments in education and learning in the Quebec context as well as throughout Francophonie by encouraging English- and French-language submissions. MJE is also committed to supporting the work of emerging scholars.
Section Policies
Articles / Les articles
 Open Submissions |
Indexed |
Peer Reviewed |
Book Reviews / Critiques de livres
Editors- Stephen Peters, McGill University
| Open Submissions |
Indexed |
 Peer Reviewed |
Discussion and Analysis
| Open Submissions |
Indexed |
Peer Reviewed |
Peer Review Process
Two blind reviews are sought for each submission the editorial team deems suitable to the MJE.
Reviewers are asked to provide assessments that: (a) stimulate the process of revision, thereby facilitating better articles and an earlier publication date, (b) provides the editor, faced with conflicting recommendations, with a basis for making an informed decision, and (c) provides feedback to authors which can contribute to their professional development.
They are encouraged to attend to the submission as follows:
1. Content – Does the manuscript make a significant contribution to education? Does the manuscript clearly describe the purpose, problem statement and/or research question/s? Is the manuscript contextually situated in relevant research? Does the cited literature provide a compelling rationale for this work? Are the references cited appropriate and up to date?
2. Argument / Methodology – Is the methodology/argument well developed and clearly explained? Does it appropriately address the problem/research questions? If it is an empirical study, are the research setting, participants, and data collection tools adequately explained? Are the data analyses techniques appropriate? Are the findings clearly articulated and relevant to the research questions/problem? Are the claims logically constructed and well supported by the data/literature?
3. Writing – Is the manuscript clearly organized, concise, and accessible to the broader education community? Has it been thoroughly edited for grammar, spelling, and punctuation? Do the references follow the APA 6 citation style?
4. Overall evaluation of the manuscript - Identify any errors of fact, faulty logic, and/or ways in which the organization might be improved.
ISSN: 1916-0666