The aim of ACCESS: Contemporary Issues in Education is to provide an international forum where current educational concerns and trends – theoretical, empirical, and practical – can be expressed and critical discussion promoted.
The journal is Open Access online.
It accepts manuscripts from diverse local and global perspectives, focused on theoretical, empirical or philosophical research, analysis, and commentary on contemporary issues impacting, influencing and informing teaching, learning, and educational studies.
The editors encourage a range of approaches to the presentation of research and ideas, including longer essays, shorter commentaries, interviews, and responses to previous papers.
The journal has a diverse global readership and seeks manuscripts in English that are accessible and relevant to education practitioners, researchers and policy makers.
Philosophy of Education Society of Australasia makes every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, Philosophy of Education Society of Australasia make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content of ACCESS; Contemporary Issues in Education. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Philosophy of Education Society of Australasia. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Philosophy of Education Society of Australasia shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content.