PRISM is a double blind peer-reviewed, open-access, journal that seeks to foster innovative approaches to the advancement of critical perspectives spanning all domains of learning and teaching. The Journal’s remit includes the publication of research that highlights, challenges and augments debates and questions in topic areas such as critical and traditional pedagogies, alternative approaches to research and practice, governmental policy, practitioner issues and pedagogic innovation, as well as individual, communal and institutional practices and spaces.

Necessarily eclectic, inherently radical, and unashamedly utopian, the disciplinary scope of PRISM is wide-ranging, encouraging submissions from a wide variety of scholars. PRISM recognises the breadth and scope of learning across diverse locations, involving a range of educators, academics, researchers and thinkers. PRISM supports the development of an expanded field of pedagogy, allowing reflection and critical examination of practice, theory and policy through a spectrum of intra, cross and anti-disciplinary methodologies and theoretical approaches to learning. Whilst PRISM is open to submissions from academics of all levels and experience, we hope to provide a space between established and emergent thinkers from formal and informal, marginal and traditional spaces. Theoretical and methodological pluralism is encouraged.

PRISM is currently open to submissions. PRISM welcomes submissions from academics and practitioners of all levels and experience. Please see the Journal’s author guidelines. For further information, please contact a member of the editorial team.

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