About the IRECE Journal
The IRECE journal aims to provide improved research discourse about early childhood education in an international context. The journal is designed to address matters affecting early childhood educational research in a post-colonial and post-developmental world, and in combination with the IRECE academic research conference, will publish scholarship that exposes the field of early childhood education to new questions about the future of communities internationally. In particular, the journal seeks to publish articles about the field of early childhood education and its international contexts, as well as about matters relevant to debate within the field in local and regional contexts. It will also address issues arising from interdisciplinary relationships between early childhood education and other fields, such as socio-cultural/cultural historical research, post-developmental approaches to psychology, cultural-activity research, maternal and child health, migration and refugee studies, environmental science and globalisation, sociology of childhood, international policy studies, feminism and queer studies, space and place, as well as post-structuralist research. Furthermore, IRECE seeks to encourage scholarship and interest from nations around the world, and will consider publishing some material in translation and/or languages other than English.
We seek to publish:
- theoretical research relating to concepts and methodologies relevant to the field
- research addressing early childhood educational policy or professional practice
- research using empirical or other forms of data
- book reviews.
- is an electronic journal owned and published by Monash University, Australia.
- caters to an international early childhood community and seeks to improve access to published debate and diverse research discourses about theory and practice in the field.
- will consider publishing material written in languages other than English, or will translate where possible.
- is free access: individuals and organisations are welcome to subscribe to our email list to receive issue alerts and news about related matters such as the IRECE conference and related material.
- is currently published once a year.
The IRECE journal will be online and will not charge subscription fees, as a deliberate strategy to further improve opportunities for access in developing regions, and to actively engage scholars in diverse cultural and linguistic contexts. The editors hope that the journal will provide a vehicle for promoting early childhood research that challenges conventional approaches and understandings about the field, using a variety of methodological strategies.
The IRECE Foundation Editor is Professor Marilyn Fleer, who is the Chair of Early Childhood Education at Monash University in Melbourne, Australia, and who additionally founded the ARECE journal in 1994. The Editor-in-Chiefs are Dr. Liang Li and Dr Sue March.
When reviewing manuscript submissions we use a double-blind peer-review process. Sometimes the review process is co-opted for the purpose of training.
The Journal's Editorial Board is composed of a range of distinguished and emerging scholars in early childhood education from around the world. They provide an important source of advice for the editors and leadership for the research community.
The board currently consists of the following scholars:
- Marilyn Fleer, Monash University Australia ( (Foundation Editor)
- Liang Li, Monash University Australia (Editor-in-Chief)
- Sue March, Monash University Australia (Editor-in-Chief)
- Nelson Mok, Monash University Australia (Executive Editor)
- Yuejiu Wang, Monash University Australia (Assistant Editor)
- Suxiang Yu (Assistant Editor)
- Ha Dang (Assistant Editor)
- Yuwen Ma (Assistant Editor)
- Gillian O'Connor (Assistant Editor)
- Tanya Stephenson (Assistant Editor)
- Fatema Johora (Assistant Editor)
- Xianyu Meng (Assistant Editor)
- Victoria Minson, Australian Catholic University
- Avis Ridgway, Monash University Australia
- Hilary Monk, Monash University Australia
- Gloria Quinones, Monash University Australia
- Robyn Babaeff, Monash University Australia
- Jane Bone, Monash University Australia
- Marie Hammer, Monash University Australia
- Corine Rivalland, Monash University Australia
- Ingrid Pramling Samuelsson, Goteborg University Sweden
- Rika Swanzen, Monash University South Africa
- Daniel Kiminyo, Kenyatta University, Kenya
- Estelle Swart, Stellenbosch University, South Africa
- M. Elizabeth Graue, University of Wisconsin, Madison, USA
- Yan Liu, Beijing Normal University, People's Republic of China
- Mindy Blaise, Hong Kong Institute of Education, People's Republic of China
- Jacqueline Hayden, Macquarie University Sydney Australia
- Danielle Twigg, North-Eastern University, Boston Massachusetts, USA.
- Tim Loreman, Concordia University College of Alberta, Canada
- Dr Tasos Barkatsas, Royal Melbourne Institute of Technology University - Special Advisor Quantitative Research and Statistical Modelling
- Rod Parker-Rees, Plymouth Institute of Education, UK
- Gwen Gilmore, Victoria University, Australia
If you are interested in being an editor for a special issue, please contact the IRECE journal editors for suggestions via firstname.lastname@example.org.
In the case of an authorship dispute we urge individuals to attempt to resolve the matter at an institutional level before bringing this to IRECE editors for adjudication.
IRECE editors will consider allegations of plagiarism directed against a manuscript we have published, on the basis of literal copying, substantial copying or paraphrase; a determination of whether plagiarism has occurred will be made through review by a panel of editorial board members.
IRECE stipulates that articles submitted for publication must be original and must not have been submitted for publication elsewhere.
Conflicts of Interest
When selecting reviewers for peer review of a manuscript submission, the IRECE editors will avoid potential conflict of interest with scholars who function within a competitive environment to the researchers, either within the same institution or in an external context.