Journal

Editorial Board (Call for Editors)
Submission Process: Guidelines for Authors
Format for References

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.

CALL FOR PROPOSALS/APPELS À CANDIDATURES

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

Seeking: Editor or Co-Editors and institutional home for Historical Studies in Education /Revue d’histoire de l’éducation (HSE/RHE), Journal of the Canadian History of Education Association

The Executive invites proposals for an Editor or Co-Editors of Historical Studies in Education. The Editor’s or Co-Editors’ institution will become the journal’s institutional home. The term of the editorship is four years (renewable) commencing January 1, 2021. The new Editors would need to be prepared to begin adjudicating manuscripts by July 1, 2020 for the spring 2021 issue, under the guidance of present Co-Editors Penney Clark and Mona Gleason. The Editor or Co-Editors work with an Editorial Board. The Board consists of the Editor or Co-Editors, an Associate Editor, and two Book Review Editors. The Associate Editor is drawn from the French or French-speaking linguistic group. A Managing Editor may also be appointed by the Editor. Or Co-Editors. The Editorial Board is assisted by an Advisory Board of ten members who are endorsed by the Executive of the Canadian History of Education Association.

Historical Studies in Education is the journal of the Canadian History of Education Association. HSE/RHE is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). HSE/RHE publishes 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. HSE/RHE also welcomes articles which 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.

The proposal should include:

a letter of interest describing how the Terms of Reference (scroll to the bottom of the page) will be addressed;
the current cv of the proposed Editor or Co-Editors;
a statement from an administrator of the applicant’s home institution endorsing the submission.

Deadline for submission: 31 March 2020

Submit to:

Catherine Gidney, Past President, Canadian History of Education Association via email at:

cgidney@stu.ca.

For further information, please contact Penney Clark, penney.clark@ubc.ca and Mona Gleason, mona.gleason@ubc.ca, Co-Editors, Historical Studies in Education.

Editorial Board

Editors

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)

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.
Neil Sutherland, Growing Up: Childhood in English Canada from the Great War to the Age of Television (Toronto: University of Toronto Press, 1997), 24.
Proulx, “L’évolution de la législation,” 24.
Ibid., 25.
Sutherland, Growing Up, 106–7.
Ruby Heap and Alison Prentice, eds., Gender and Education in Ontario: An Historical Reader (Toronto: Canadian Scholars’ Press, 1991).
University of Toronto Archives (UTA), B74-0020, Mossie May Waddington Kirkwood, transcript of her interview with Elizabeth Wilson, 27 March 1973, 57.
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.
UTA, Office of the President (Falconer Papers), A67-0007/112, File 19, “Matriculation Conference,” Gordon to Falconer, 24 April 1928.
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.
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

Historical Studies in Education

Terms of Reference

Historical Studies in Education is edited by an Editorial Board.

THE EDITORIAL BOARD

The Editorial Board is created by the Executive of the Canadian History of Education Association (CHEA) to whom it reports.

COMPOSITION

The Editorial Board consists of an Editor or Co-Editors, one of whom is resident at the journal’s institutional home, an Associate Editor and at least one Book Review Editor. The Associate Editor is drawn from the French or French-speaking linguistic group.

TERM OF OFFICE

The Editorial Board’s term of office is normally four years. Members of the Editorial Board may not normally serve more than two consecutive terms, but may be appointed to the Board at a later time.

EDITORIAL BOARD SELECTION PROCESS

In January of the year prior to the expiration of the editorial board’s term of office, the President of CHEA shall begin the process of establishing an institutional home for the journal and appointing a new Editorial Board. The President shall:

Form a selection committee that will consist of a minimum of the President (who will serve as chair of the committee), the current Editor or Co-Editors and a representative of the advisory board
Solicit nominations (including self-nominations) for the Editorial Board and identify a potential institutional home for the journal.
Prepare advertising for membership on the Editorial Board and for an Institutional home through such strategies as:
1. Placing a notice in Historical Studies in Education;
2. Posting on the CHEA Web site and on electronic mail lists; and
3. Disseminating the request to the membership.

The selection committee will review the potential candidates and institutional homes and make recommendations to the Executive prior to the CHEA Biennial Meeting.

RESPONSIBILITIES OF THE EDITORIAL BOARD

The Editorial Board is responsible for the overall operation of the journal including its financial and technical operations. The Editorial Board will:

liaise with the Executive of the Canadian History of Education Society on the progress of the journal;
create an Advisory Board to guide it in the operation of the journal;
solicit and review manuscripts;
assign reviewers to evaluate manuscripts;
publicize the journal and its contents;
submit an annual report to the Advisory Board;
provide guidelines for contributors;
advocate for research and publication on the history of education;
liaise with funding agencies;
report to the membership at the biennial meeting.

THE ADVISORY BOARD

The Editorial Board of Historical Studies in Education appoints the members of the Advisory Board. The Advisory Board:

consists of a minimum of ten (10) members who are endorsed by the Executive of the Canadian History of Education Association.
includes the President of the Association as an ex officio member
serves for four years. The terms of the members of the Advisory Board shall be arranged so that the terms of half of the members expire every two years.
represents, as far as possible, the range of the Association’s members, such as junior, independent and senior scholars
reflects the regional, linguistic and international contexts of the Association
performs its dues without remuneration

RESPONSIBILITIES OF THE ADVISORY BOARD

The prime duty of The Advisory Board of Historical Studies is to provide guidance to the Editorial Board. This includes:

developing and implementing editorial policies and procedures for the operations of the journal;
soliciting manuscripts to be considered for publication;
recommending other reviewers;
reviewing manuscript submissions for possible publication in the journal;
assisting in the search for and nomination of new Editors;
reviewing manuscripts rejected by the editors that are appealed by authors and to recommending either rejection or publication of contested manuscripts;
maintaining communication with the editors.