April 2023
The 2022–2025 editors of Review of Educational Research (RER)—Mildred Boveda, Karly Sarita Ford, Erica Frankenberg, and Francesca López (all at Pennsylvania State University)—set forth a vision for their term in a new editorial statement, now available open-access online. The editors hope to extend RER’s already impressive trajectory by encouraging “authors to consider critical methodological advances that signal a commitment to disrupting complex and intersecting educational inequities (e.g., systemic racism, ableism, classism) across the globe.” In addition, they “intend to enhance the reach of RER’s articles to influence educational policy and practice in ways that center necessary attention on how and for whose benefit the research evidence is used. As such, one of our key aims is to invite scholars to contribute to scholarship that advances research syntheses in antiracist and other justice-centered ways.”
They intend to implement their vision through the following initiatives:
In closing, the editors “envision that RER can both maintain its premier status among education research journals while expanding its audience, authors, and content to reflect a commitment to complex and intersecting equity concerns across diverse geographic and linguistic contexts in intentional and emancipatory ways.”
RER, the No. 1 ranked journal in the Education and Educational Research impact factor category, publishes critical, integrative reviews of research literature bearing on education. The reviews include conceptualizations, interpretations, and syntheses of literature and scholarly work in fields broadly relevant to education and educational research. RER encourages the submission of reviews relevant to education from any discipline, such as psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the reviews bear on educational issues.
About the Co-Editors: