History Education Research Journal [HERJ]
Call for Papers – General Information
HERJ invites submissions on all aspects of History Education theory, scholarship and pure and applied research, including those which range over and draw upon a wide range of disciplines.
HERJ welcomes submissions on various aspects of History Education research, for example:
- assessment and reporting,
- curriculum development,
- didactics and pedagogy,
- teaching historical consciousness,
- teaching historical literacy,
- internet and ICT in history teaching,
- national curricula,
- history’s pedagogical content knowledge,
- professional development of history teachers,
- teaching historical thinking,
- teaching about history and identity,
- connecting the past to the present and the future,
- substantive and procedural historical knowledge,
- progression in historical thinking,
- use of textual and visual information in history teaching,
- use of sources in history teaching
HERJ’s wide-ranging, comprehensive scope and coverage of History Education scholarship and pure and applied research reflects the HERINET 2020 conference’s 6 Areas, 22 Themes and over 200 topics. See HEIRNET 2020 CONFERENCE section of this website and its sub-section Conference Submissions: Areas, Themes and Topics.
The editor and editorial board particularly encourage:
- articles of around 6,000 words that reveal links between research, policy, and practice and which analyse key themes in History Education from both pure and applied researchers, including practitioner-researchers, curriculum developers and other experts in the field
- review articles,
- literature reviews,
- book reviews,
- opinion pieces,
- research reports on completed research,
- reports on ongoing research
The editor and editorial board also consider other types of presentations, including:
- research ‘conversations’ between two or more academics,
- succinct analyses (2,000-3,000 words) of a current issue in History Education or related to it,
- History Education news – brief report/summary of key issues and details
- synopses of seminal aspects of History Education scholarship and research
- position pieces – presenting and supporting a particular stance
- book reviews and reviews of other publication or publications in any appropriate genre or medium
- + any alternative approach you may have – we will be delighted to consider them.
Please feel free to submit a paper at any time on any subject you think is relevant to the journal.
- Send articles and other presentations to firstname.lastname@example.org
CALL FOR PAPERS – VOLUME 18, APRIL AND OCTOBER 2021
The editors welcome research articles of 6,000–7,000 words on all aspects of history education that fall into the journal’s scope.
You may submit draft articles or exploratory abstracts of 300-500 words. Please consult the ‘aims and scope’ section of the UCL IOE Press website https://www.ucl-ioe-press.com/journals/herj/ for details. The editors will also consider ideas for opinion pieces, literature reviews and book reviews.
Special topics – call for abstracts for introductory papers
History education always needs to adapt to changing contexts and conditions. Given different national traditions as well as growing international and intercultural exchange, reflections on the new and the challenging and the controversial in history education are of important for history educators and researchers.
HERJ is seeking to enable this debate, so we are delighted to introduce SPECIAL TOPICS that will feature discussion around a given theme across a number of issues. Each topic will begin with an introductory article that identifies a specific challenge, outlines the various perspectives on it and (probably) offers a stated position. Responses and extensions to the first article will then be welcomed, and published over two or three subsequent issues.
We now invite your abstracts for introductory SPECIAL TOPIC articles. An abstract should be 300-500 words. It should identify the topic, set out the context and landscape for the debate, describe your own research/analysis in this regard and suggest how the debate could develop. What counter-analyses might there be, for instance? Possible topics include, but are not limited to:
- digitization of communication and public history
- non-professional internet teaching resources for the public
- the rise of nationalist concepts
- challenges of the recently identified ‘Anthropocene’ effect to history education
- the relationship between history education and liberal democracy, especially in light of the rise of populism.
For publication in April 2021
- abstracts submitted by 16 March 2020
- draft articles submitted by 16 June 2020
For publication in October 2021
- abstracts submitted by 30 September 2020
- draft articles submitted by 7 January 2021
Notes for submission