The Film Education Journal is the world’s only publication committed to exploring how teachers and other educators work with film, and to involving other participants – policymakers, academics, researchers, cultural agencies and film-makers themselves – in that conversation. It is a bi-annual, open-access, peer-reviewed journal sponsored by the UCL Institute of Education in partnership with the British Film Institute, the Centre for the Moving Image and Creative Scotland.

Aims and scope

Film is a distinct medium with a distinct history and, as such, requires a distinct pedagogy. The Film Education Journal is the world’s only publication committed to exploring how teachers and other educators work with film, and to involving other participants – policymakers, academics, researchers, cultural agencies and film-makers themselves – in that conversation.

We distinguish film from wider media. In consequence, pedagogical approaches inherited from other subjects, such as the textual study of literature, are not always appropriate for analysing film. In many parts of the world, the study of film is not yet recognized as a discrete subject and has not become a fully integrated part of the curriculum. The Film Education Journal aims to lead and shape the developing conversation about the place of film education in diverse educational contexts.

We have identified four groups routinely involved in the practice of film education: theorists, educators, film practitioners and policymakers, each coming from a different background yet sharing a common interest. The Film Education Journal exists to occupy the productive middle ground between these groups. We take particular inspiration in this respect from international film cultures that have developed a more holistic sense of how theory, practice, policy and pedagogy speak to each other, for example the post-war film culture in France. In bringing together the diverse voices engaged in film education within a single publication, the Film Education Journal will explicitly encourage a greater degree of exchange between theory, practice, policy and pedagogy.

The journal has two key aims:

  1. to further understandings of the diverse approaches to film education around the world by exploring how educators, practitioners and policymakers are responding to the questions of film education in different international contexts: in primary schools, secondary schools, universities and film schools, and in programmes of education taking place outside institutions such as community projects and clubs.
  1. to develop a critical discourse around these diverse approaches by considering how the work of relevant theorists casts light upon film education practice, and encouraging film practitioners and educators to reflect critically upon their practice.

The journal’s editors will pursue a number of strategies to foster a sense of dialogue between articles written by academics and those written by educators, film-makers and policymakers outside the academy. We are particularly interested in pairs of articles looking at an issue or area of film education from academic and non-academic perspectives.

The Film Education Journal is a bi-annual, open-access, peer-reviewed journal sponsored by the UCL Institute of Education, in partnership with the British Film Institute and the Centre for the Moving Image. This joint venture models the journal’s principle of interdisciplinary collaboration, also manifested through our editorial committee, which is comprised of academics, film educators, policymakers and practicing film-makers. The journal’s development has been enabled through funds from Creative Scotland. It is published by UCL IOE Press.

Call for papers

The newly established Film Education Journal (FEJ) is inviting submissions for its inaugural issue. FEJ is the world’s only journal exploring approaches to film education that reflect film’s particular qualities as a medium. The journal is fully peer-reviewed and welcomes contributions from both within and outside the academy.

For our first issue, we are inviting contributions which explore some of the issues arising from Alain Bergala’s The Cinema Hypothesis, and the recent talk Bergala gave at the BFI, to launch the English translation. There is also a transcript of the talk.

In particular, we are interested in articles exploring one or more of the following:

  • the relationship between theory and practice in film education
  • the issue of cultural or aesthetic value and ‘taste’ in film education
  • the question of a ‘film language’ and how it is deployed in film education
  • the role of the filmmaker/film specialist in the classroom.

These topics are not exhaustive, and we are indeed inviting submissions on any aspect of film education. If you would like some feedback regarding a piece you are considering writing or submitting to the Film Education Journal, please contact the general editor, Jamie Chambers.

The inaugural issue will be published in June 2018. The deadline for submissions for that issue is 28 November 2017.

Types of content we are looking for:  

  • Scholarly articles featuring research, analysis and theoretical consideration of film-education practices.
  • case study of a film that has been made during a programme of film education. This could be written by the teacher/workshop leader, perhaps incorporating testimony from participants.
  • case study or broader consideration of a particular film-education project, methodology or technology.
  • An interview with a classroom teacher about their experience of a film-education project or the experience of making a film with students.
  • national or regional survey of film-education approaches in a given part of the world or a historical survey of differing approaches through time.
  • broader reflection on the experience of a film-education practitioner: an experienced practitioner reflects upon their practical experience over a broad time period, and some of the themes emerging from it.
  • An evaluation of a film-education project from a perspective beyond the project.
  • An article by a policymaker advocating for a particular approach to film education in a particular sector.
  • We are particularly interested in pairs of articles looking at an issue or area of film education from academic and non-academic perspectives; essays in conversation with each other.
  • As a journal giving priority to international perspectives, we are interested in contributions looking at film education from anywhere in the world, and would particularly encourage contributions from those outside the UK.


Dr Jamie Chambers (General Editor)
Mark Reid, Head of UK Learning Programmes, BFI (Editor)
Prof Andrew Burn, UCL Institute of Education (Editor)

Editorial board

Nuria Aidelman, Director of Cinema En Curs, A Bao A Qu, Barcelona
Alejandro Bachmann, Head of Education, Austrian Film Museum
Alan Bernstein, former Head of Studies, London Film School
Dr Michelle Cannon, Institute of Education, UCL
Prof Virginia Heath, Sheffield Hallam University
Dr Bettina Henzler, University of Bremen
Prof Karen Lury, University of Glasgow
Prof Noe Mendelle, Scottish Documentary Institute, ECA, University of Edinburgh
Dr John Potter, UCL Institute of Education