Applied Multivariate Research
Applied Multivariate Research is a peer-reviewed journal publishing methodological and content papers that deal with the application of both classical and more modern multivariate statistical techniques, as well as measurement issues, in applied settings.
Collected Essays on Learning and Teaching
Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). The intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education.
Humanities Research Group Working Papers
The Humanities Research Group (HRG) has been publishing this series of Working Papers in the Humanities since 1993. A glance at the titles that have appeared in this series provides a summary of some of the most important and interesting issues to have occupied society in the past two decades, from questions of human sexuality to food, cookery, and culture.
INFORMAL LOGIC is a peer reviewed journal publishing articles and reviews on topics related to reasoning and argumentation in theory and practice. It is deliberately multi-disciplinary, welcoming theoretical and empirical research from any pertinent field, including, but not restricted to, philosophy, rhetoric, communication, linguistics, psychology, artificial intelligence, education, law.
Journal of Teaching and Learning
The Journal of Teaching and Learning (JTL) is an international, peer-reviewed journal. The journal adopts a critical framework in orientation and seeks manuscripts that provide a critical examination of historical and contemporary education contexts. The journal publishes original research from across global contexts that contribute to theory and empirical research. These include issues related to indigenous education, gender, class, race, ethnicity and diversity, educational policy responses, teacher education, educational leadership, and theories of teaching and learning. The journal also welcomes critical and exploratory essays from both historical and contemporary perspectives that focus on schooling, with a particular focus on the schooling experiences of the marginalized and oppressed. The Journal of Teaching and Learning is published twice a year. Submissions are anonymously peer-reviewed.
Our intent is to provide an interdisciplinary forum for original research in theory or culture from existential or phenomenological perspectives, broadly construed. This includes but is not restricted to philosophical and critical inquiries related to art, literature, science, technology, popular culture, religion, gender and sexuality, applied moral issues and social relations, as well as the history of continental philosophy itself. Submissions in both French and English are encouraged and all submissions are subject to peer review.
PhaenEx is a bi-annual publication: there is a Spring/Summer Open Issue, and a Fall/Winter Special Topics Issue. For each Open Issue the Editorial Executive welcomes submissions from authors both in and outside EPTC/TCEP. Typically, the Special Topics Issue is derived from a recent EPTC/TCEP panel session. Submissions are not limited to panel participants.
PhaenEx is indexed regularly in the Philosopher's Index and is registered with the Directory of Open Access Journals (DOAJ).
PhaenEx est la revue de la Société pour la théorie et la culture existentialiste et phénoménologique (TCEP) (www.eptc-tcep.net), une société internationale, dont le siège est au Canada, et qui est composée de chercheurs de disciplines diverses qui s'intéressent à la théorie et à la culture existentialiste et phénoménologique. PhaenEx sollicite des textes portant sur tous les aspects de l’existentialisme et de la phenomenologie. À titre d'exemple, les thèmes touchant des auteurs comme Kierkegaard, Nietzsche, Dostoïevski, Kafka, Beckett, Husserl, Heidegger, Jaspers, Lévinas, Malraux, Marcel, Buber, Frankl, Sartre, Camus, Merleau-Ponty, Beauvoir, Irigaray et Laing sont les bienvenues. Des soumissions venant de toutes les disciplines sont acceptées.
Windsor Yearbook of Access to Justice
Consistent with its history and mandate and in light of previous suggestions by SSHRC, the Yearbook has sought to ensure that published articles move beyond doctrinal analysis of law. While analysis of legal texts and developments in legal interpretation are by no means eschewed, the Editors acknowledged the extraordinary wealth of scholarship about access to justice (rather than access to legal institutions) in the discourses of anthropology, philosophy, social history, classics and literary criticism. The Editors intend to continue efforts to tap the potential of such scholarship for the Yearbook and value papers that draw upon social science and other non-doctrinal sources of legal scholarship.
Studies in Social Justice
Studies in Social Justice publishes articles on issues dealing with the social, cultural, economic, political, and philosophical problems associated with the struggle for social justice. This interdisciplinary journal aims to publish work that links theory to social change and the analysis of substantive issues. The journal welcomes heterodox contributions that are critical of established paradigms of inquiry.
The journal focuses on debates that move beyond conventional notions of social justice, and views social justice as a critical concept that is integral in the analysis of policy formation, rights, participation, social movements, and transformations. Social justice is analysed in the context of processes involving nationalism, social and public policy, globalization, diasporas, culture, gender, ethnicity, sexuality, welfare, poverty, war, and other social phenomena. It endeavours to cover questions and debates ranging from governance to democracy, sustainable environments, and human rights, and to introduce new work on pressing issues of social justice throughout the world.