Editorial Policies

Focus and Scope

The goal of the Journal is to foster intellectual discussion and the exchange of ideas to promote education for democratic citizenship across the Americas. We invite research-based or conceptual articles that advance the discussion about education for democracy. Articles may focus on schools and formal educational processes, or non-formal educational processes; on public, state programs, or non-governmental initiatives; on programs that highlight education for democracy, per se, or that highlight other dimensions which clearly articulate with education for democracy (e.g., intercultural education, human rights education, peace education, gender equity education, etc.).

Although priority is given to authors and topics from countries of the Americas, articles that address experiences in other nations are accepted if they are illustrative and contribute to current debate on issues in the Americas.



Section Policies

Introductory Essay

  • Bradley Levinson
Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed



  1. Articles may be submitted with lengths ranging from 5,000 to 10,000 words, across a full range of formats, including empirical research reports and articles, critical essays, dialogues, and book review essays.
  2. Submissions should deal with issues pertinent to education for democratic citizenship in the Americas. Those submissions that privilege other topics or deal with a region other than the Americas, might be accepted on the basis of their contribution to the general purpose of the Journal.
  3. Articles may be submitted in Spanish, English or Portuguese.
  4. Only unpublished material will be accepted.



  • Inês Barbosa de Oliveira
  • Carolina Casas
  • Aurora Elizondo
  • Glenford Howe
  • Bradley Levinson
  • M. Loreto Martinez
  • Ana María Rodino
  • Daniel Schugurensky
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Reviews and Dialogues

  • Bradley Levinson
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Peer Review Process

Each article will be reviewed in two stages, first by the editors, and then by two or more external reviewers in anonymous fashion. Once the article is accepted, authors will be notified of the timeline for the preparation of the final version of the manuscript.



Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.




This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...

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Editorial Board

Jo-Ann Amadeo,

Close Up Foundation, EEUU

Robert Arnove,

Indiana University, EEUU

Fernanda Astiz,

School of Education and Human Services at Canisius College, EEUU (Argentina)

Enrique Chaux,

Universidad de los Andes, Colombia

Serafin Coronel-Molina,

University of Michigan, EEUU (Peru)

Cristian Cox,

Pontificia Universidad Católica de Chile, Chile.

Vileitha, Davis –Morrison,

University of West Indies Mona Campus, Jamaica

Paulette Dilworth,

Auburn University, EEUU

Aurora Elizondo,

Universidad Pedagógica Nacional-Ajusco, Mexico

Patricia Arlene Ellis,

Ellis and Associates, Barbados

Steven Finkel,

University of Pittsburgh, EEUU

Luis Armando Gandin,

Universidade Federal do Rio Grande do Sul, Brazil

Lenore García,

Department of Education and Culture, OAS

Carole Hahn,

Emory University, EEUU

Yvonne Hebert,

University of Calgary, Canada

Flora Hillert,

Universidad de Buenos Aires, Argentina

Rosario Jaramillo,

Ministerio de Educación, Colombia

Reva Joshee,

University of Toronto, Canada

Neyda Long,

St. Thomas University, Canada

Julia Marfan

Terrence Mason,

Indiana University, EEUU

Gabriel Murillo,

Universidad de los Andes, Colombia

John Myers,

University of Pittsburgh, EEUU

Fernando Luis Onetto,

Ministerio de Educación Ciencia y Tecnología, Argentina

Ana María Rodiño,

Instituto Interamericano de Derechos Humanos, Costa Rica

Mukieng Sang,

Pontifica Universidad Catolica Madre y Maestra, República Dominicana

Sylvia Schmelkes,

Universidad Iberoamericana, Mexico

Mitchell Seligson,

Vanderbilt University, EEUU

Mariana Souto-Manning,

University of Georgia, EEUU (Brazil)

Doyle E. Stevick,

University of South Carolina, EEUU

Nelly Stromquist,

University of Southern California, EEUU

Medardo Tapia Uribe,

Universidad Nacional Autónoma de México

Judith Torney-Purta,

University of Maryland, EEUU

Consuelo Vélaz de Medrano

Universidad Nacional de Educación a Distancia (Uned)


Associate Editors

Inês Barbosa de Oliveira

Faculdade de Educação da Universidade do Estado do Rio de Janeiro (Brazil).

Aurora Elizondo,

Universidad Pedagógica Nacional (Mexico).

Glenford Howe,

University of the West Indies (Barbados).

María Loreto Martínez

Escuela de Psicología, Pontificia Universidad Católica de Chile (Chile).

Ana María Rodino,

Instituto Inter-Americano de Derechos Humanos (Costa Rica).

Daniel Shugurensky,

OISE, University of Toronto (Canada).