PRISM

Aims & Scope

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 teaching and learning. The journal’s remit includes the publication of research that highlights, challenges and augments debates and addresses leading questions in topic areas such as critical and traditional pedagogies, alternative approaches to research and practice, governmental policy, practitioner issues and pedagogic innovation. Necessarily eclectic and democratic, the interdisciplinary approach of PRISM is wide-ranging, encouraging submissions from a 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.

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.