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Historical Studies in Education / Revue d’histoire de l’éducation

Historical Studies in Education / Revue d’histoire de l’éducation is an Open Access journal. We publish articles on every aspect of education, from pre-school to university education, on informal as well as formal education, and on methodological and historiographical issues. We also look forward to articles that reflect the methods and approaches of other disciplines.


Articles are published in English or French, from scholars in universities and elsewhere, from Canadians and non-Canadians, from graduate students, teachers, researchers, archivists and curators of educational museums, and all those who are interested in this field.


Editorial Boardcover_issue_427_en_US


Penney Clark, University of British Columbia, Canada

Mona Gleason, University of British Columbia, Canada


Associate Editor

Catherine Duquette, Université du Québec à Chicoutimi, Canada

Book Review Editor (English)

Jason Ellis, University of British Columbia, Canada

Book Review Editor (French)

Marie-Hélène Brunet, Université d’Ottawa, Canada

Managing Editor

Katie Gemmell, PhD Candidate, University of British Columbia, Canada

Advisory Board

A.J. Angulo, University of Massachusetts Lowell, United States

Paul Axelrod, York University, Canada

Anthony Di Mascio, Bishop’s University, Canada

Ian Grosvenor, University of Birmingham, UK

Therese Hamel, Université Laval, Canada

Amy von Heyking, University of Lethbridge, Canada

Jane Martin, University of Birmingham, UK

Jocelyne Murray, Québec, Canada

Ken Osborne, University of Manitoba, Canada

Helen Raptis, University of Victoria, Canada



Submission Process Guidelines for Authors

Authors interested in publishing in the journal must follow the guidelines outlined below. Submissions that do not conform to these guidelines will not be considered for publication.


For English manuscripts, follow Chicago Manual of Style (15th ed.) and Oxford Canadian Dictionary or Concise Oxford Dictionary spelling. Text and endnotes should be written in Times New Roman font, size 12, and must be 1.5 spaced. Please use endnotes rather than footnotes. Titles, subtitles, and heading styles have a standard format. Please consult the last issue and conform to this style. MS Word or RTF files are accepted.


Authors must submit electronically by uploading to the HSE website (OJS) or sending the submission to the Managing Editor via e-mail attachment. Registration and login to the Historical Studies in Education website are required to submit items to the journal and to check the status of current submissions. For more information concerning submissions procedures, please refer to here.


Each article should be accompanied by an English or French abstract of 100–150 words, a list of six key words in French and English, and an author biography of not more than 100 words in English for English articles or in French for French articles. Supplementary files such as data sets, graphics, research instruments, and so on may also be submitted. Supplementary materials should be submitted as separate files, clearly marked and referenced with short descriptive titles. Additional information (such as legends) should be added as a note. Their placement in the text must be clearly marked.


Manuscripts must normally adhere to the following size limitations:

  • 9,500 words maximum for articles, including endnotes but excluding abstract/résumé;
  • 2,500 words maximum for submissions to the section “Growing Up In;” and
  • 1,000 words maximum for book reviews.

Authors transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. For reprinting in a publication that is available for sale, permission must be obtained from the journal. It is expected that authors will provide written acknowledgement of Historical Studies in Education as the originating publisher when using the work in other venues or publications.


Articles must report original work. The submission of a manuscript to the journal implies that it has not been submitted or accepted for publication elsewhere, and that the work contained therein is the author’s own.


All article submissions must pass a peer review process following blind review protocol. Authors must therefore ensure that steps are taken to preserve author anonymity by removing names and other identifying information from manuscripts and from document/file properties.


Authors whose manuscripts are accepted for publication may be asked to supply a final copy, and an abstract by email attachment.


This journal supports the elimination of sexual, racial, and ethnic stereotyping.


Format for References (Samples)

  1. Jean-Pierre Proulx, “L’évolution de la législation relative au système électoral scolaire québécois (1829–1989),” Historical Studies in Education/Revue d’histoire de l’éducation 10, 1 & 2 (1998): 20–48.cover_issue_428_en_US
  2. Neil Sutherland, Growing Up: Childhood in English Canada from the Great War to the Age of Television (Toronto: University of Toronto Press, 1997), 24.
  3. Proulx, “L’évolution de la législation,” 24.
  4. Ibid., 25.
  5. Sutherland, Growing Up, 106–7.
  6. Ruby Heap and Alison Prentice, eds., Gender and Education in Ontario: An Historical Reader (Toronto: Canadian Scholars’ Press, 1991).
  7. University of Toronto Archives (UTA), B74-0020, Mossie May Waddington Kirkwood, transcript of her interview with Elizabeth Wilson, 27 March 1973, 57.
  8. Cathy L. James, “Gender, Class and Ethnicity in the Organization of Neighbourhood and Nation: The Role of Toronto’s Settlement Houses in the Formation of the Canadian State, 1902 to 1914” (Ph.D. thesis, University of Toronto, 1997), 115–16.
  9. UTA, Office of the President (Falconer Papers), A67-0007/112, File 19, “Matriculation Conference,” Gordon to Falconer, 24 April 1928.
  10. Elizabeth Smyth, “ ‘A Noble Proof of Excellence’: The Culture and Curriculum of a Nineteenth-Century Ontario Convent Academy,” in Gender and Education, ed. Heap and Prentice, 273–75.
  11. Helen Raptis, “Ending the Reign of the Fraser Institute’s School Rankings,” in Canadian Journal of Education/Revue canadienne de l’éducation35, no. 1 (2012): 187, March 21, 2016, http://www.cje-rce.ca/index.php/cje-rce/article/view/864/1166.pdf