Full author guidelines.
Perspectives in Education (PiE) is a professional, peer-reviewed journal that encourages the submission of previously unpublished articles on contemporary educational issues. It represents a variety of cross-disciplinary interests, both theoretical and practical and seeks to stimulate debate on a wide range of topics. PiE is published biannually (June and December) and invites manuscripts employing innovative qualitative, quantitative and mixed methods and approaches including (but not limited to), ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethno-methodology, social and educational critique, phenomenology, deconstruction and genealogy.
Debates on epistemology, methodology or ethics, from a range of perspectives including post-positivism, interpretivism, constructivism, critical theory, feminism and post-modernism are also invited. PiE seeks to stimulate important dialogue and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and universities of technology in South Africa and beyond.
As the journal aims to make itself accessible to a wider reading community, it encourages authors to make their content accessible to a broad readership, including those who may not be familiar with the subject matter addressed. PiE challenges contributors to use innovative, provocative and creative ways of presenting and reporting their research.
Contributions must be in English, as the journal caters to an international audience.
Articles are considered for publication provided that:
The article has been language edited by a certified language practitioner (a copy of the letter from such a language practitioner should accompany an article submission).
The editor reserves the right to make editorial changes in any manuscript accepted for publication to enhance clarity or conformity with journal style.
The review process takes between 3 to 6 months to complete. Authors will be informed of the editor’s decision on receipt of all of the reviewers’ reports. (Please note that it usually requires more time to review manuscripts submitted in the November–January period.)
Contributors must submit typewritten manuscripts in MS Word format of between 5800–6400 words.
The following are considered when evaluating the suitability of a manuscript for publication in this section of PiE:
Contributions in this section of the journal are subjected to our double-blind peer review process. The process is as follows:
The latter part of the journal, which is generally not subject to the peer review process, allows for the submission of the following:
PiE invites succinct, critical, evaluative reviews of current literature on key topics in education. Reviews should provide a descriptive and evaluative summary and a brief discussion of the significance of the work in the context of current theory and practice. In addition to the conventional literature review format, reviewers are encouraged to use alternative methods of representation such as critically engaging the author(s) in a dialogue on published books or articles.
Publication fees of R3500 per article published will be charged. Authors will be invoiced on acceptance of the article.
In works by four or more authors, the first citation is immediately truncated to the first author’s surname and the abbreviation ‘et al.’, with all the authors only being listed by their surnames in the reference list.
For personal communications (oral or written) identify the person and indicate in brackets that it is personal communication, e.g. (M Smith, pers. comm.).
List of references
Only sources cited in the text are listed in the reference list, in alphabetical order. These should be presented as indicated in the following examples. Special attention should be paid to the required punctuation.
Johnson, D.W. & Johnson, R.T. 2002. Gifted students illustrate co-operative learning. Educational Leadership, 50: 60-61.
Van Zyl, R. & Thomas, P.P. 2004. Recent advances in classroom research. New York: McGraw-Hill.
Chapters in books:
Dukzec, S. 2008. Gender issues. In: D Hicks & J Brown (Eds.). Education for peace. London: Routledge.
Unpublished theses or dissertations:
Squelch, J. 2001. Teacher training for multicultural education in a multicultural society. MEd dissertation. Pretoria: University of South Africa.
Anonymous newspaper references:
Citizen. 2006. Education for all, 22 March.
Not retrievable and not listed.
No author: Violence and discipline problems in U.S. schools: 1999-2002. Available at http://www.nces.ed.gov/pubs98/violence/98030001.html [Accessed 3 June 2006].
Published under author’s name: Burbach, H. 2000. Violence and the public schools. Available at 4 http://www.people.Virginia.EDU/~rkb3b/Hal/SchoolViolence.html [Accessed 4 March 2001].