International Journal of Qualitative Studies in Education Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

The aim of the Journal is to enhance the practice of qualitative research in education. The International Journal of Qualitative Studies in Education publishes research employing a variety of qualitative methods and approaches, including (but not limited to) ethnographic observation and interviewing, grounded theory, life history, case study, curriculum criticism, policy studies, ethnomethodology, social and educational critique, phenomenology, deconstruction and genealogy. Discussions of epistemology, methodology or ethics from a range of perspectives, including (but no limited to) postpositivism, interpretivism, constructivism, critical theory, feminism and race-based, lesbian/gay and poststructural ones, are also considered. In addition, innovative or provocative approaches to qualitative research in general or to the way research is reported are encouraged.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Qualitative Studies in Education website
Other titles International journal of qualitative studies in education (Online), QSE
ISSN 1366-5898
OCLC 38272163
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper reports on research focusing on a group of adjunct teachers of English employed in Japanese universities. Grounded in interpretive epistemology foregrounding constructionist traditions, this research employed bricolage as way of inquiring into, then representing, these teacher’s experiences utilising multi-perspectival, multi-theoretical and multi-methodological approaches. Employing elements of Turnerian liminality and blending these with Japanese cultural mythology, this paper explores participants’ experience, knowledge and identity. Through interviews and focus groups, participants (n = 43) gave voice to their lived world in Japanese universities locating their ‘place’ as simultaneously inside and outside the boundaries of mainstream Japanese society and universities. As ‘liminal personas’, participants likened themselves to a ‘necessary evil’ in the context of internationalising the curriculum. Thus, their condition is understood to be both ambiguous and paradoxical. The Japanese university is likened to genkan (a common architectural feature in Japanese houses resembling an entrance hall or transitional space between inside and outside worlds) space and employing Japanese mythology, it is argued these teachers share features attributed to Tengu (Tengu are goblin-like monsters in Japanese mythology with long noses and bright red faces who traditionally act in mischievous, disruptive ways).
    International Journal of Qualitative Studies in Education 08/2015; DOI:10.1080/09518398.2015.1074748
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    ABSTRACT: This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawing on the case of mentoring in Arts Education, we describe and discuss the discursive character of the interactions between content and pedagogy in mentoring activity, as they grow out of the larger historical groundings of participants’ practice.
    International Journal of Qualitative Studies in Education 07/2015; DOI:10.1080/09518398.2015.1063732
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    ABSTRACT: How do the educational trajectories of young people develop differently at the transition between lower and upper secondary education and training – even amongst students labelled as disadvantaged with regard to social background, gender or ethnicity? The aim of the article is to understand the role of decision-making in the emergence of educational trajectories. Based on the analysis of qualitative interviews with students from schools in disadvantaged areas, patterns of educational trajectories are discerned with regard to the ruptures they involve, the destinations they take and the degree of choice young people have. The in-depth analysis of exemplary cases, however, reveals that even within similar patterns of trajectories decision-making processes occur in different ways. Therefore, constellations of decision-making are elaborated which cross-cut the patterns of educational trajectories. The fact that both institutional structures of different education systems and individual biographical orientations do make a difference reveals the complexity of educational trajectories in the interplay of structure and agency.
    International Journal of Qualitative Studies in Education 02/2015; DOI:10.1080/09518398.2014.987850
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    ABSTRACT: The overarching purpose of this research is to investigate native and immigrant children’s experiences of intercultural pedagogical practices in Cyprus schools. It also explores their suggestions for the improvement of policies and practices for intercultural education. Last but not least, it examines whether Cypriot and immigrant students share similar or different conceptualisations and understandings regarding the above aspects. To this end, interviews were carried out with 40 pupils, aged 11–12, of five primary schools, which presented high concentrations of immigrant students. On the basis of our analysis of our data, the children appeared to perceive intercultural education in terms of culturally responsive discussions, collaborative learning and language learning.
    International Journal of Qualitative Studies in Education 01/2015; 28(1). DOI:10.1080/09518398.2013.872813
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    ABSTRACT: This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Using Tillman’s framework for culturally sensitive research (CSR), we draw attention to the ways doctoral students as emerging scholars come to understand and enact their positionalities in research, especially in relation to data analysis, interpretation, and representation. This study expands notions of CSR to include a focus on research with African immigrants and strengthens possibilities for doctoral preparation in education that focuses on culture, race, and immigrant populations.
    International Journal of Qualitative Studies in Education 11/2014; DOI:10.1080/09518398.2014.974717

  • International Journal of Qualitative Studies in Education 01/2014; 27(5):641-666.
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    ABSTRACT: This paper explores promiscuous black feminism by juxtaposing the pedagogiesof black feminism, Foucualt’s poststructuralism, and my grandmother. The ten-sions created by these juxtapositions illuminate the ways black feminism andpoststructuralism are resources and challenges to each other, and how both offerunderstandings of the relations at play that shape identities and lives. Makinguse of these theories and lessons from my grandmother, I explore the necessityand dangers of experience in theorizing power and vulnerability in theorizingexperience. Focusing on experiences and feminist lessons from my grandmother,I propose that much more than power is at play. Keywords: Foucault; power; vulnerability; experience; black feminism
    International Journal of Qualitative Studies in Education 06/2013; 26(5):567–579. DOI:10.1080/09518398.2013.786843
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    ABSTRACT: This article focuses on how interaction meetings between researchers and research participants in a northern Finnish village and its village school develop the researchers’ sense of responsibility as part of their research ethics. The ethics of caring is often seen as the root of the ethics of responsibility, but the authors suggest listening to both the “justice voice” and “caring voice.” Reflecting on the research project and on events in the field, three senses of responsibility are distinguished and described: one, the responsibility for relationships; two, political responsibility; and three, the responsibility to maintain a democratic process when presenting results. We argue that the local and bodily experiences of a researcher in the field give a researcher new emplaced knowledge that transforms his or her sense of responsibility.
    International Journal of Qualitative Studies in Education 01/2013; 26(8):1062–1078.