Focus and Scope

Encounters in Theory and History of Education is a digital and free publication, which aims at generating a vigorous scholarly dialogue among educational researchers from Canada, Spain and Latin America in light of the process of internationalization and economic globalization.

The journal is an interdisciplinary journal that serves as a forum to present and discuss theory and history of education in a global space, encouraging an intellectual-inquiry perspective. It is published once a year in the fall.

Encounters in Theory and History of Education is a truly global collaboration. The members of the Editorial Team and Advisory Board contribute to the journal from research institutions in Argentina, Canada, Chile, France, Luxembourg, Spain, Switzerland, and the United States.

The body of reviewers also illustrates the international character of the journal. Encounters’ pool of reviewers includes 155 scholars from 26 countries: Australia, Brazil, Canada, Chile, Colombia, France, Germany, Italy, Japan, Luxembourg, Mexico, New Zealand, Nigeria, Norway, Pakistan, Peru, Portugal, Singapore, South Africa, Spain, Sweden, Switzerland, Taiwan, Uganda, the United Kingdom, and the United States. Encounters continues to build its international pool of experts. 

Since 2000, Encounters has published submissions from 163 scholars (authors and co-authors) affiliated with institutions in 15 countries: Argentina, Australia, Canada, Chile, Costa Rica, Germany, Italy, Luxembourg, New Zealand, Portugal, Spain, Sweden, Switzerland, the United Kingdom, and the United States.



Peer Review Process

The journal is published once a year in the fall. The selection of manuscripts is based on the theme of the issue, for which a call for articles had been made. It normally includes theoretical articles and/or essays, and articles of historical nature using primary sources.

 All submissions to this journal must pass a blind peer review process. The selection of reviewers is done by the Co-Editors with participation of the Managing Editors. Two reviewers typically evaluate each submission; a third reviewer may be added in case of disagreement. Reviewers are selected for their extensive expertise and familiarity with the submission’s subject area and research focus, and are expected to be impartial; they should not have conflicts of interest. Reviewers are also expected to decline participation if they do not feel qualified to appropriately evaluate the submission.

Reviewers are asked to judge submissions according to the following criteria:

a) pertinence of the subject in the field of education in Canada or abroad

b) contribution of the text to developing knowledge in education in Canada or elsewhere

c) originality of the text

d) quality of the methodological approach (statement of the problem, theoretical reference, methodology, presentation and analysis of the results)

e) logic and coherence of the text

f) strength and rigor of the argumentation

g) relevance of the conclusion

h) quality of the bibliographical reference

i) clarity, accuracy and rigor of language

j) recommended corrections

The Open Journal System (OJS) is used to manage the peer review process by facilitating correspondence between the journal and its contributors and ensuring that each article is given a blind review. Through OJS, reviewers are provided with anonymized versions of submitted manuscripts. They have the option of reviewing the articles by completing a form and/or by providing an open-ended evaluation. Reviewers indicate whether they suggest the article be accepted, revised, resubmitted, or declined.

Once the Editors receive the reviews from the selected content-matter experts, they evaluate them and communicate with the authors the necessary and suggested changes. Authors whose articles do not pass the peer review process are notified through OJS.

Publication Ethics and Publication Malpractice Statement

 This statement is based on the Code of Conduct and Best-Practice Guidelines for Journal Editors published by the Committee on Publications Ethics (COPE).

 Encounters in Theory and History of Education (hereafter, Encounters) is committed to its efforts to publish original, high-quality articles, and therefore expects its Editor, reviewers, and authors to comply with the high ethical standards outlined below.

Editors’ responsibilities

Publication decisions: The Editor of Encounters is responsible for deciding which of the manuscripts submitted to the journal should be reviewed (using a blind review system), accepted, and ultimately, published as articles. The Editor may consult reviewers and members of the journal’s Advisory Board in making these decisions. Publication decisions are based on the academic merit of the submission and its relevance to the journal’s scope (including the themes of special issues), as well as laws related to libel, copyright infringement, and/or plagiarism. Publication decisions will be made without regard to the authors' race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy.

Confidentiality: The Editor will not disclose any information about a submitted manuscript to anyone other than the corresponding author, reviewers, potential reviewers, other editorial advisers, and the publisher, as appropriate.

Conflict of interest and disclosure: Without the author’s explicit written consent, the Editor will not use unpublished information disclosed in a submitted manuscript for their own research purposes.

Reviewers’ responsibilities

Contributions to editorial process: Through the peer review process, knowledgeable reviewers assist the Editor in making publication decisions, and their constructive comments may be used to help the author improve their manuscript. The review process is ‘blind’: reviewers are provided with anonymized manuscripts and do not know the identities of authors; authors, in turn, do not know the identities of reviewers. Reviewers may decline to review a manuscript for any reason. Reviewers who receive a manuscript they do not feel qualified to review must notify the Editor and decline participation.

Confidentiality: Reviewers will not disclose any information about a submitted manuscript to anyone other than the Editor and the publisher, as appropriate. Manuscripts under review should be treated as confidential documents, and should not be shared with others unless authorized by the Editor.

Objectivity: Reviewers will evaluate manuscripts objectively, based on their content. Review comments returned to authors should be written clearly and concisely. If a reviewer recommends that the Editor not publish a manuscript, the reviewer should provide information to support this recommendation. Personal criticism of the author is inappropriate.

Promptness: The Editor acknowledges that reviewers are volunteers, and likely have their own research and publication commitments. Reviewers are provided with a deadline by which they should submit their comments to the author and recommendations for the Editor. If they need additional time, they should inform the Editor of the new date by which they can submit their review. Any selected reviewer who knows that a prompt review will be impossible should notify the Editor and decline participation.

Conflict of interest and disclosure: Unpublished information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviewers should refuse to evaluate a manuscript if doing so would constitute a conflict of interest resulting from competitive, collaborative, or other relationships, or from connections with any of the authors, companies, or institutions connected to the manuscript.

Originality: If a reviewer is assigned a manuscript that is very similar to another they have previously read, either as a reviewer or in print, they must notify the Editor. The Editor will investigate and make a final decision on the publication of the manuscript.

Acknowledgement of sources: In their comments to authors, reviewers should note whether observations or arguments derived from other published works are appropriately cited. Reviewers should provide a citation for any relevant published work that has not been included in the manuscript’s reference section. 

Authors’ responsibilities

Submission requirements: When submitting a manuscript, authors must confirm it is their original work, that it has not been published or is being considered for publication elsewhere, and that the work of others is appropriately cited. If an image contained in the manuscript has been previously published, the author must provide permission from the original source to republish it. Complete guidelines for manuscript preparation and submission are available on the Encounters website.

Originality and plagiarism: A submitted manuscript should not be similar to another work published in Encounters or in another journal. Manuscripts not characterized by original content may be rejected for publication, or if published, may be retracted. Any type of plagiarism is unacceptable, including claiming the work or words of others as the author's own. References must be appropriately cited when mentioning the work or words of others. Published works that were influential in forming the theoretical framework of the manuscript should also be acknowledged.

Multiple, redundant, or concurrent publication: In general, an author should not publish manuscripts describing essentially the same research in more than one journal, nor should they submit the same manuscript to more than one journal concurrently. Manuscripts that have been published as copyrighted material elsewhere will not be considered for publication in Encounters.

Errors after publication: After the manuscript is published, if the authors become aware of a significant error or inaccuracy, it is their responsibility to notify the Editor so that a correction/retraction can be made. If a third party notifies the Editor or the publisher that a published work contains a significant error or inaccuracy, the author is obligated to retract or correct the article, or provide to the Editor evidence demonstrating the correctness of the original article.

Authorship of the manuscript: When submitting the manuscript, the corresponding author must list contact information for all co-authors. Listed co-authors should be limited to only those who have made a substantive contribution to manuscript. Individuals who have assisted with the research or publication of the manuscript’s content but are not considered as authors should be mentioned in an acknowledgement section. The corresponding author is responsible for verifying that all co-authors have seen and approved the final version of the paper and have agreed to its submission for publication.

Acknowledgement of sources: Authors must acknowledge the sources of all data used in the manuscript, and include in references and article text all citations to relevant prior work. Published works that were influential in forming the theoretical framework of the manuscript should also be acknowledged. If an author obtains information privately, as in conversation or correspondence with third parties, it must not be used or reported without written permission from the source.

Reporting standards: Authors reporting original research should present an accurate account of the analysis performed, as well as an objective discussion of its significance. Fraudulently or knowingly publishing inaccurate results is unacceptable, and manuscripts found to contain inaccurate results will be rejected for publication, or if published, retracted.

Conflict of interest and disclosure: Authors should disclose in their manuscript any conflict of interest – financial, or otherwise – that might be construed to influence the results or interpretation of their manuscript. Authors should disclose all sources of financial support for the project.


REVIEWERS 2011-2015

Chris Beeman, Brandom University, Canada

Antonio Bernal, Universidad de Sevilla, Spain

Ingrid Brühwiler, University of Lausanne, Switzerland.

Lukas Boser, University of Lausanne, Switzerland.

Rosa Bruno Jofré, Queen’s University, Canada

Antonella Cagnolati, Università degli Studi di Foggia, Italy

Lucía Campo, Universidad de Deusto, Spain

Josh Cole, Queen’s University, Canada

Andy Curtis, Anaheim University, Canada

Paulí Dávila, Universidad del País Vasco

Jean-Marie De Ketele, Université Catholique de Louvain, Belgium

Fernando Díez, Universidad de Deusto, Spain

Juan Manuel Fernández Soria, Universitat de València, Spain

Ángela García Pérez, Universidad de Deusto, Spain

Joaquín García Carrasco, Universidad de Salamanca, Spain

Mariano González Delagago, Universidad de La Laguna, Spain

Sara González Gómez, Universitat de les Illes Balears, Spain

Norbert Grube, Pestalozzianum Research Institute, Switzerland

Yvonne Hébert, University of Calgary, Canada

José María Hernández Díaz, Universidad de Salamanca, Spain

Rebekka Horlacher, Universität Zürich, Switzerland

Bernard Hugonnier, Institut Catholique de Paris, France

Jon Igelmo Zaldívar, Universidad de Deusto, Spain

Ana Jofré, OCAD University, Canada

James S. Johnston, Memorial University of Newfoundland, Canada

Eva Krugly-Smolska, Queen’s University, Canada

Xavier Laudo Castillo, Universitat de València, Spain

Rafaela López, Universitat de València, Spain.

Miquel Martínez Martín, Universidat de Barcelona, Spain

Carlos Martínez Valle, Universidad Complutense de Madrid, Spain

Heidi Mcdonald, University of Lethbridge, Spain

Concepción Naval, Universidad de Navarra, Spain

Donatella Palomba, Università di Roma "Tor Vergata," Italy

Rebecca Priegert-Coulter, Wertern University, Canada

Karin Priem, University of Luxembourg, Luxembourg

Patricia Quiroga Uceda, Universidad Complutense de Madrid, Spain

Teresa Rabazas Romero, Universidad Complutese de Madrid, Spain

Ruth Rees, Queen’s University, Canada

Marta Ruiz Corbella, Universidad Nacional de Educación a Distancia, Spain

Ana Sacristán Lucas, Universidad Nacional de Educación a Distancia, Spain

Nerea Sáenz Bilbao, Universidad de Deusto, Spain

Azza Sharkawy, Queen’s University, Canada

Laura Sims, Université de St. Boniface, Canada

Ana Teixeira, Universidade Federal do Recôncavo da Bahia, Brazil

Daniel Tröhler, University of Luxembourg, Luxembourg

Toya Vázquez, Universitat de València, Spain.

Julio Vera Vila, Universidad de Malaga, Spain

Javier Vergara, Universidad Nacional de Educación a Distancia, Spain

Patricia Villamor, Universidad Complutense de Madrid, Spain

Peter Voss, University of Luxembourg, Luxembourg 



Publication Frequency

Encounters is published once a year in the Fall.

Open Access Policy

Open Access (OA) stands for free, immediate and unrestricted access to scholarly research online to anyone from anywhere provided that they have access to the internet.  

Encounters in Theory and History of Education supports this approach.  Works published in the journal may be retrieved via a Google search and read by scholars, policy makers, journalists, teachers, the general public, and industry, around the world.

Benefits of Open Access Research

  • Accelerated discovery: when research is open access, researchers can immediately on publication, read and build on your findings without restriction.
  • Social engagement: by making works open access we ensure that works are available to the widest possible audience.
  • Informing student education: Open Access means that teachers and their students throughout the world have access to research findings published in the journal.
  • Increased impact potential: free, immediate and unrestricted access to works in our journal means that more people are able to read, cite and comment on findings, increasing the potential impact and exposure of research.  

General Information

Encounters is published once a year by the Faculty of Education, Queen's University, Kingston, Ontario, Canada. This journal supports the elimination of sexual, racial and ethnic stereotyping and refers all potential authors to the appropriate guidelines in "The Canadian Style/Guide du Redacteur."

The Advisory Board from Encounters in Theory and History of Education currently includes fourteen scholars from Canada, Spain, the United States, Luxembourg, and Chile. The Board includes core members of the Theory and History of Education International Research (THEIR) Group, plus distinguished scholars in history of education and educational theory. 

Board members are chosen based on their exemplary contributions to scholarship in the journal’s thematic areas. To encourage a diversity of viewpoints, provide greater opportunities for participation of emerging scholars, and help expand the international reach of the journal, members of the Advisory Board are appointed for a term of five (5) years.

Summary of a bibliometric analysis of articles published in Encounters, from Volume 1 (2000) to Volume 14 (2013). Prepared in November 2014 by Rosarie Coughlan, Scholarly Publishing Librarian, Queen’s University, Canada.

A total of 138 articles were published in Encounters’ first 14 volumes. 131 (95%) can be retrieved via Google Scholar.

The journal has a notable publication impact. According to data from Google Scholar, from 2000 to 2013, articles published in Encounters were cited 408 times by scholarly journals and other sources. 360 of these citations appeared in original and/or review articles, 43 in books or book chapters, and 5 in conference papers.

 Of the 131 articles analyzed in this sample, 86 (65%) had been cited at least once in Google Scholar, 31 (24%) had been cited five or more times, and 7 (5%) had been cited ten or more times.

Encounters has a broad readership base. Of the articles that had been cited five or more times, citations were retrieved from 62 unique publications.

According to ISI Journal Citation Reports (2013), 23% of the publications citing Encounters articles five or more times have an Impact Factor of 0-1 for the IF year 2013. 

Overall, scholarly works indexed in the Scopus database of peer-reviewed literature have cited Encounters articles 85 times. 45 unique articles published in Encounters have been cited in works indexed by Scopus. 33% of all articles published in Encounters between 2000 and 2013 have been cited in Scopus-indexed works at least once.

Usage – views and downloads

The average number of abstract views per article: 803.

The average number of full text article views per article: 839.


Supported Languages

Encounters publishes articles in English, Spanish, or French.


Faculty of Education, Queen's University at Kingston, Ontario, Canada

Journal History

Encounters began in 2000 as a journal that attempted to generate a dialogue among educational researchers from Canada, Spain, and Latin America in light of internationalization and economic globalization. Rosa Bruno-Jofré (Queen’s University) and Gonzalo Jover Olmeda (Universidad Complutense de Madrid) were co-founding editors. 

In the fall of 1999, when Dr. Rómulo Magsino was the Dean of the Faculty of Education, Rosa Bruno-Jofré had the for­tune to serve as his Associate Dean and she approached him with a “great” project. This was the production of a journal with the format of a monographic series connecting Latin America, Spain, and Canada; it would be trilingual. It was quite a task. Dr. Magsino was supportive and enthusiastic, as he was with everyone who approached him with a dream. The first issue was actually produced at the Faculty of Education in Manitoba and somewhat completed at Queen’s. Dr. Gonzalo Jover from the Faculty of Education at the Universidad Complutense de Madrid, partner in this adventure and co-founder of the journal, received support from the head of his Department –Departamento de Teoría e Historia de la Educación, Complutense University of Madrid – the late Professor Julio Ruiz Berrio.

Drs. Bruno-Jofré and Jover started the Encounters journey thanks to the kind approval and support from these two distinguished scholars and caring leaders. The journal was moved to Queen’s University when Rosa Bruno-Jofre became the Dean of the Faculty of Education, and has been produced there since then. 

Until 2011, the journal was co-sponsored by the Faculty of Education at Queen’s University and the Department of Theory and History of Education, Faculty of Education, Universidad Complutense de Madrid. Since 2011, it has been solely sponsored by the Faculty of Education at Queen’s University, where it has been located since its origins.

Encounters is the journal of the interdisciplinary Theory and History of Education Research Group, founded by Rosa Bruno-Jofré in 2007 with members from Queen’s University, Universidad Complutense de Madrid, Pontificia Universidad Católica de Chile, Universidad de Deusto, University of Luxembourg, Universidad Católica de Temuco, University of British Columbia, Memorial University, University of Toronto, and University of Brandon. Since the beginning, Encounters has had a transnational character publishing papers either in Spanish, English, or French, and welcomes contributions from scholars working in Spain and Latin America.

From the start, the journal was printed and on the Internet, free to access. Encounters didn’t request subscriptions. It was sent to Latin American and Spanish libraries for free. The editors’ intention has always been to generate a space for democratic access to knowledge.

 Encounters was the first journal at Queen’s University in the Open Journal System (OJS). John Willinsky from Public Knowledge Project (PKP) came to talk to the Faculty of Education. The eleventh volume (2010) was the last volume printed. In volume 15 (2014), the digital object identifier (DOI) system was implemented, and in January 2015 the journal debuted a new layout on its website.

The changes in the presentation of the journal were accompanied by a narrowing in its academic focus. The problems of globalization also needed a more specialized focus. The frame was given by the consolidation of the Theory and History of Education Research Group, so the journal’s focused on Theory and History of Education. The journal aims at fostering basic methodological and philosophical debates in the field or critical insights in the current educational developments. For instance, the last volume (15, fall 2014) is devoted to “The historian’s métier: A critical engagement with history of education.”