Nikolai Veresov, Monash University, New Editor of Culture and Education

www.tandfonline.com/rcye

(Click here to download this announcement in PDF format)

Fundación Infancia y Aprendizaje and our partner, Taylor & Francis / Routledge, are happy to announce that Dr. Nikolai Veresov, Associate Professor of Early Childhood at the Faculty of Education, Monash University, Australia, is the new Editor-in-Chief of the journal Culture and Education.

A renowned scholar in the field of cultural-historical psychology, Dr. Veresov’s experience in cultural-historical theory and research methodology, and his studies in early childhood play, learning, and development, are a perfect fit for a journal that, since its inception, has aimed at transcending education as a solely formal, school-based process, and delving into its cultural, ecological, social, and emotional roots, encompassing all stages and contexts of activity, education and development.

His experience as a daycare centre and kindergarten teacher, and secondary school teacher, ensures a hands-on approach to education, as well as experience and sensitivity towards the work of education professionals. Paired with his extensive work as a researcher, including the publication of numerous landmark books and articles on cultural-historical research and practice, and his experience as Co-Editor-in-Chief of the journal of International Research in Early Childhood Education (IRECE), his is a unique background that integrates seamlessly with Culture and Education’s origins, present, and future.

With Dr. Veresov at the helm, FIA is thrilled to steer this new stage of Culture and Education into its historic course of showcasing research that views education as pertaining to the global sphere of culture; that seeks to understand the process of becoming a person, a process in which family, school, community, media, and any other institution, make up a systemic, irreducible whole; that aims to explain the role of mediations and psychological tools, both social and instrumental.

We invite our authors to read the journal’s new Aims & Scope and Instructions for Authors, and are happy to welcome submissions and proposals for special issues in this new journey.

Dr. Veresov’s work will build on the outstanding leadership of Dr. Liliana Tolchinsky, outgoing Editor of the journal, and her team. We thank her for her excellent service to the journal and our community of authors and readers.

Culture and Education

Cultura y Educación

www.tandfonline.com/rcye

(You may download this call as a PDF.)

Deadline

December 22nd, 2020, or until Editor is named.

Term

Three years, renewable by mutual consent for further terms, starting in 2021. Usually, two three-year terms allow sufficient time to implement and see through the incoming Editor’s vision and plan for the journal.

The Editor elect and his/her office should be operational by January 31st, 2021 in order to begin reviewing new manuscripts.

Journal Scope

Culture and Education publishes original research coming from all educational and developmental contexts, at all stages of learning throughout the life span, with a focus on the changing, culturally embedded nature of education and development. The journal particularly welcomes articles that address, with methodological rigor, the relationship between the sociocultural ecosystems of activity, in which development and learning take place, and the psychological mediations and educational processes involved.

The quality and transparency of the mechanisms for the selection and promotion of scholars within universities is a subject of fundamental importance and social repercussion.

Culture and Education calls the university community to debate this and other related topics in a special issue.

Background

As the driving force of a knowledge society, the University’s mission is to create, spread, and transfer scientific knowledge. Thus, universities integrate teaching, research, and innovation activities, as well as knowledge transfer activities that generate social value. The human factor, the teaching and research staff, is a cornerstone for the effective fulfillment of this mission.

Spanish universities have developed specific mechanisms for hiring and promoting university staff: public, competitive examinations for new positions, accountability systems to evaluate and certify scholars’ research activity and teaching accomplishments, official recognition and support of consolidated research groups.

All these mechanisms are fundamentally based on the assessment of candidates by peers in higher ranks who evaluate the candidates’ suitability to carry out such activities. These mechanisms are essential for accessing teaching positions, certifying candidates’ aptitude to advance in their academic career and, directly or indirectly, impact on their chances of obtaining funding for research, innovation, and development projects.

Towards the middle of 2019, the Spanish media informed about several cases that called into question the quality and transparency of the mechanisms for the selection and promotion of scholars within universities. The media pointed at cases of favoritism in the form of nepotism or cronyism (Aydogan, 2012), showing a remarkable interference of reasons foreign to the skills and merits of the candidates in the peer-evaluation processes. Simultaneously, cases of plagiarism in publications and doctoral theses were uncovered.

This accumulation of facts and circumstances is undermining the trust of society on Academia.

After being included in ISI/Web of Knowledge in 2008 (2006 in the case of Infancia y Aprendizaje), and the publication of their first IF in 2010, the second in 2011, the third in 2012, the fourth in 2013, and the fifth in 2014, Fundación Infancia y Aprendizaje journals' impact factors for 2014 have been published in Journal Citation Reports.

After being included in ISI/Web of Knowledge in 2008 (2006 in the case of Infancia y Aprendizaje), and the publication of their first IF in 2010, the second in 2011, the third in 2012, and the fourth in 2013, Fundación Infancia y Aprendizaje journals' impact factors for 2014 have been published in Journal Citation Reports.

After being included in ISI/Web of Knowledge in 2008 (2006 in the case of Infancia y Aprendizaje), and the publication of their first IF in 2010, the second in 2011, and the third in 2012, Fundación Infancia y Aprendizaje journals' impact factors for 2013 have been published in Journal Citation Reports.

After being included in ISI/Web of Knowledge in 2008 (2006 in the case of Infancia y Aprendizaje), and the publication of their first IF in 2010, and the second in 2011, Fundación Infancia y Aprendizaje journals' impact factors for 2012 have been published in Journal Citation Reports.

After being included in ISI/Web of Knowledge in 2008, and the publication of their first IF in 2010, Fundación Infancia y Aprendizaje journals' impact factors for 2011 have been published in Journal Citation Report.

After being included in ISI/Web of Knowledge in 2008, Fundación Infancia y Aprendizaje journals' impact factor has been published in Journal Citation Reports. 

While Infancia y Aprendizaje was granted this distinction in 2006, starting 2008 all FIA journals published up to that date have been included in the Web of Knowledge, an array of the most relevant journals in academia in terms of impact and quality, as established by Thomson Scientific/Institute for Scientific Information (ISI) criteria.