London Review of Education (LRE) is an open-access peer-reviewed journal featuring rigorous, theoretically based research into contemporary education. It contains analysis of key themes in education and in any educational context, whether local, national or global. It is available for free on the ingentaconnect journals website. Based at the UCL Institute of Education in London, the journal reflects the Institute’s broad interests in all types of education in all contexts – local, national, global – and its commitment to analysis across disciplines using a variety of methodologies.

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Volume 14, Number 2

Learning in global cities

Just over half the world’s population live in urban areas, with projections from the United Nations that the proportion will grow to 66% by 2050. So it is crucial that we should analyse educational practices in large cities and understand the experience of learning in socially complex environments. The articles in this issue are collected into two features – on education in London and on multilingualism in cosmopolitan cities – that address this important area of inquiry.

Education in London: Challenges and opportunities for young peopleedited by Tamjid Mujtaba

London is Europe’s largest city, presenting both opportunities and challenges to young people and those who educate them. These are explored here. Three articles investigate specific strategies used in London schools, with a focus on supporting teachers, reducing disaffection and increasing subject knowledge. Pete Wright reports on action research showing that innovative classroom activities can enhance students’ engagement with mathematics, while Alex Standish et al. demonstrate how 17 months of support for geography teachers enhanced their knowledge and teaching practices. Research into student transitions by Chris Brown et al. demonstrates how partnership-working can develop pedagogical approaches that improve students’ transitions to secondary school. The remaining papers explore students’ self-reporting of their education and how that relates to equity issues. Mujtaba and Reiss show that girls in London with high aspirations in mathematics found their education to be more equitable than girls elsewhere in the UK, reflecting the positive ‘London effect’ on educational experience and outcomes. Quantitative methods were used by Jerrim and Wyness to benchmark London in the PISA rankings, and a study by Cajic-Seigneur and Hodgson focuses on how research in London can contribute to the structure of education for 14 to 19 year olds.

Multilingualism in education in cosmopolitan cities: Insights into LUCIDE network researchedited by Dina Mehmedbegovic

The Languages in Urban Settings for Inclusion and Diversity in Europe (LUCIDE) network conducted studies on multilingualism in 13 European cities and two non-European cities (Ottawa and Melbourne). Regarding education, LUCIDE’S aim was to look at multilingualism as a resource for developing intercultural skills, including language support for acquiring the host country’s language and learning other languages. The papers in this feature present findings on four very different aspects of this research: a multilingual crèche in Strasbourg (Caporal-Ebersold and Young); education of adult immigrants in Canada (Ellyson et al.); and multilingualism and language learning in Rome (Menghini) and in Limassol (Nicolaou et al.)

In a separate article, Hamlin and Davies explore the tensions in educational policy and practice across the city of Toronto.

The issue also features three book reviews:

  • Rose Cook reviews Gender, Education and Employment: An international comparison of school-to-work transitions, edited by Hans-Peter Blossfeld, Jan Skopek, Moris Triventi, and Sandra Buchholz
  • Tom Haward reviews Doing Research in Education: Theory and practice, edited by Ioanna Palaiologou, David Needham, and Trevor Male
  • Ke Lin reviews Constructing Modern Asian Citizenship, edited by Edward Vickers and Krishna Kumar

Aims and scope

Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute’s broad interests in all types of education in all contexts − local, national, global − and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute’s aspiration to interrogate links between research, policy, and practice, and its principled concern for social justice.

Drawing on these strengths, LRE is an eclectic, engaging, often surprising journal that features analysis across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Its articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy, and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field.

LRE welcomes submission of relevant articles and book reviews. Articles should be sent to LRE’s editor, Professor Hugh Starkey and book reviews to Dr Pete Wright. For more details about what types of material to submit, and how to submit them, visit the ‘Call for papers’ and ‘Notes for authors’ tabs on this web page.

ISSN 1474-8479 (online) 

Call for papers

LRE invites you to submit papers on research and analysis related to education in any context.

We especially welcome articles of around 6,000 words that reveal links between research, policy, and practice, and which analyse key themes in education, including public goals and policies, pedagogy, curriculum, organization, resources and technology, and institutional effectiveness. We also consider some other types of content. This might be a research ‘conversation’ between two or more academics, succinct analysis (2,000-3,000 words) of a current issue in education, or a report about ongoing research. Please submit articles to LRE’s editor, Professor Hugh Starkey.

Every issue of LRE features reviews of books on education. Please send your reviews to the book reviews editor, Dr Pete Wright.

Special calls for papers

Lessons learned from professional doctorates, guest edited by Denise Hawkes, Sue Taylor and Sridevi Yerrabati. Publishing spring 2018.

Music education in context, guest edited by Hilary McQueen, Andrea Creech and Maria Varvarigou. Publishing summer 2017.

Notes for authors

The London Review of Education is an Open Access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to share (copy or redistribute in any medium or format) or adapt for any purpose (even commercially), provided that the author/s of the original work is/are acknowledged. Authors also warrant that any work by third parties that they reproduce within their own work may be shared or adapted in the same way.

The London Review of Education considers all manuscripts on condition that they have not been published already and are not under consideration for publication or in press elsewhere.

Contributions to London Review of Education must report original research and will be subjected to review by referees at the discretion of the Editorial Office.

Manuscripts to be considered for publication should be sent to the journal’s editor, Professor Hugh Starkey.

Books for review should be sent to: Dr Pete Wright, UCL Institute of Education, 20 Bedford Way, London WC1H 0AL. For the correct format, please read our guidance for book review authors before submitting a review.

Authors are encouraged to submit manuscripts electronically. Electronic submissions should be sent as email attachments using a standard word processing program. If email submission is not possible, please send an electronic version on disk.

1. General guidelines

Manuscripts should not be more than 6,000 words in length and must be written in good, standard English, using British spelling (use the Oxford Concise Dictionary as an arbiter of preferred spellings). They should also be double-spaced throughout with ample margins, and bear the title of the contribution and name/s of the authors.

The full postal and email address of the author who will check proofs and receive correspondence should be included as well. All pages should be numbered.

An abstract of no more than 100 words in length, a list of up to six keywords and a very brief (c. 60 words) bio-note about the author/s should also be included. Footnotes to the text are strongly discouraged.

2. Style Guidelines

For general style points and for references, please follow the UCL IOE Press Editorial style sheet.

Write clearly and concisely, using arguments that are fully substantiated with well-reasoned analysis and, where appropriate, empirical evidence. All acronyms for national agencies, examinations, etc., should be spelled out the first time they are mentioned. Contributors are asked to take account of the international readership of the London Review of Education by explaining in full the use of terms that might be meaningful only to a particular local or national audience. Authors are also urged to bear in mind that education policy makers and non-education academics will also read the London Review of Education, which means that contributions should be accessible and comprehensible to a wide range of professionals. For all manuscripts, non-discriminatory language is mandatory.

Citations of other work should be limited to those strictly necessary for the argument. Any quotations should be brief, and always accompanied by precise references.

If you have any questions about references or formatting your article, please contact the journal administrator, Pat Gordon-Smith.

3. Tables, illustrations, and figures; copyright

LRE welcomes the inclusion of graphs, artwork, photographs, videos and sound files in support of submitted articles. They must be good quality and with full permission to publish in an open access publication.

Authors are responsible for determining the copyright status of illustrations or other material they wish to reproduce in their article and, if necessary, obtaining permission to reproduce it. This applies both to direct reproduction and to ‘derivative reproduction’ (where authors create a new figure or table which derives substantially from a copyrighted source). As noted above, by including such material in their submission, authors warrant that it may be reproduced or adapted under the terms of the CC-BY licence in the same way as their own work, so they must make this requirement clear to those whose permission they are seeking. Please note that short extracts of copyright text (excluding poetry and song lyrics) for the purposes of criticism, discussion, or review may be reproduced without formal permission assuming that the quotation is reproduced accurately and full attribution is given.

Illustrations and figures should be submitted in separate documents and not included in the text of the article, though tables should be included in the text. Figures will not usually be redrawn by the publisher, so they should be submitted in a form that is suitable for publication (not less than 300 dpi resolution). The place at which a table, figure, or illustration is to be inserted in the text should be indicated clearly on the manuscript. Captions should include keys to symbols.

4. Publication charges and access

UCL IOE Press makes no charges of any kind for submission to, publication in, or access to the London Review of Education.

Once published, your article will be online at IngentaConnect, where it will be available for anyone to read or download without charge. Please note that the London Review of Education is no longer published in a printed edition.


Hugh Starkey, UCL Institute of Education

Editorial team

Pete Wright (book reviews editor); Pat Gordon-Smith (managing editor); Vincent Carpentier (associate editor); Arthur Chapman (associate editor); Gwyneth Hughes (associate editor); William Locke (associate editor); Tamjid Mujtaba (associate editor); Lynne Rogers (associate editor); Paul Temple (associate editor); Jan Tripney (associate editor)

External advisory board

James Banks, University of Washington, USA; Margaret Carr, University of Waikato, New Zealand; Allan Luke, Queensland University of Technology, Australia; Geetha Nambissan, Jawaharlal University, New Delhi, India; Miguel Pereyra, University of Granada, Spain; Eileen Scanlon, Open University, UK; Juergen Schriewer, Humboldt University, Germany; Harvey Siegel, University of Miami, USA; Jasmine Boon Yee Sim, National Institute of Education, Singapore; John Smyth, University of Ballarat, Victoria, Australia; Ken Zeichner, University of Washington, Seattle, USA; Zhou Zuoyu, Beijing Normal University, China

UCL Institute of Education Executive Board

Chris Husbands (Chair), Hugh Starkey (Editor), Gary McCullochStephen BallJulie Dockrell, Alison Fuller

Book reviews and books for review should be addressed to Professor Hugh Starkey, UCL Institute of Education, 20 Bedford Way, London WC1H 0AL, UK. Email: