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Aims & Scope

In this journal, you will find a mix of researcher and practitioner work as we attempt to create a democratic dialogue within and across the field of prison education research. Research manuscripts undergo a rigorous peer-review process via our editorial board. Practitioner articles are not peer-reviewed, but rather carefully selected by our editors who work closely with practitioner-authors to ensure that only the best representations of practice are included in the journal.

Research Manuscripts

  • Research manuscripts include original empirical studies and theoretical papers.
  • We embrace interdisciplinary scholarship and accept research manuscripts from all applicable fields connected to prison education research, including but not limited to: education, criminology, psychology, arts and humanities, linguistics, law, anthropology, sociology, philosophy, culture studies, public policy, spirituality and religion, and mental/behavioral health.
  • All submissions should align with internationally recognized ethical standards for research and apply procedures that assure voluntary and informed consent for subject participation.
  • A variety of research methodologies are welcome.
  • Submissions will undergo a double-anonymous peer review process by two reviewers.
  • To be considered for publication, manuscripts should be no more than 8,000 words (including all references, unavoidable footnotes, tables and other text), address significant and relevant issues related to prison education, have strong theoretical frameworks, employ sound methods, offer new and relevant insights, and be well written.

    • Pracitioner Manuscripts

    • Practitioner pieces include descriptive, evaluative, or reflective writing that capture the experience, practice or insights of prison educators, prison staff, and others involved in education for prisoners.
    • This section of our journal aims to create a dialogue among practitioners and others (including artists, vocational instructors, counselors, community organizers, social workers, prison learners, and so on) to share writings that are not so easily categorized or do not readily find a home in traditional research journals. In essence, any paper that deepens and widens understanding of prisoner education will be considered.
    • Submissions that focus on 'what's happening on the ground' are of particular interest, and may include teaching and learning taking place in prison classrooms, libraries, cells and landings, training workshops, colleges and universities.
    • Critical analysis and insights regarding best practices, teaching and learning strategies, policy formation, advocacy for prison education, practitioner induction courses, professional development materials, and resource development are welcome.
    • We aim to highlight case studies, instructional designs, vignettes and essays, action research, and art. Reflections on trends in prison education, the impact of policy on provision, discussions of ethical challenges, prisoner perceptions and contributions are highly regarded.
    • Practitioner papers must be no more than 4,000 words (with shorter papers encouraged), and will be evaluated by the quality of writing, coherence of ideas, and significance and relevance to the field.