International Journal of Social Pedagogy

A UCL international open access journal publishing high quality original research papers on social pedagogy in the broadest sense.


Collection details

The International Journal of Social Pedagogy

Edited by Claire Cameron and Gabriel Eichsteller


About the journal

The International Journal of Social Pedagogy (IJSP) is a peer-reviewed, open access journal publishing articles on social pedagogy in the broadest sense, which includes all aspects of social, philosophical, pedagogical and educational parameters. Relevant areas of practice explored in the journal from a social pedagogical perspective include: education, adult education, life-long learning, social work, social care, personal and social well-being and growth, social-pedagogical problems (for example neglect, intimidation, bullying, prejudices, social marginalisation, school exclusion etc.), teaching support in schools, family support, youth work, youth and criminal justice, learning disability and physical disability services, support for older people, community education, children’s participation, children’s and human rights.

The interdisciplinary field of social pedagogy is developing and evolving constantly, seeking strong connection between, and unity of, theory and practice. IJSP considers it critically important to provide a platform for dialogue between theory and practice. It therefore encourages both original contributions about theory and research in social pedagogy and articles that reflect social pedagogical perspectives in practice settings throughout the United Kingdom and globally.

IJSP welcomes articles that demonstrate innovative contributions which can show the dynamics and the potential of social pedagogy from researchers, scholars, educators, policy-makers, and practitioners in social pedagogy and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome.


About the Editors

Professor Claire Cameron is Deputy Director of Thomas Coram Research Unit at the UCL Institute of Education. Previously a social worker, her research contributes to the development of the children’s workforce and the quality of life of children and young people attending care and education services. She has edited several books, is on the editorial board of the Scottish Journal of Residential Child Care and is currently co-editor of The SAGE Handbook of Early Years Policy due for publication in 2017.

Gabriel Eichsteller is a co-founder and director of ThemPra, a social enterprise supporting professionals and organisations in exploring social pedagogy. As a course facilitator, Gabriel has been involved in several pioneering projects with a number of practice organisations in the UK and co-ordinates the Social Pedagogy Development Network. He is a founding editor of IJSP and has written a series of book chapters and articles on social pedagogy and children’s risk competence.


Society information

International Journal of Social Pedagogy is supported by ThemPra, a social (pedagogical) enterprise which supports the sustainable development of social pedagogy. Find out more about ThemPra here.



Journal Editorial Board


Prof Claire Cameron, UCL, UK
Mr Gabriel Eichsteller, ThemPra, UK


Editorial board members

Dr Lieve Bradt, Ghent University, Belgium
Ms Mette Christiansen, State University of New York at New Paltz, USA
Dr Marta Eichsteller, University of Bangor, UK
Dr Lisbeth Eriksson, University West, Sweden
Mr Jameel Hadi, Salford University, UK
Prof Juha Hämäläinen, University of Eastern Finland, Finland
Dr Kieron Hatton, University of Portsmouth, UK
Ms Sylvia Holthoff, ThemPra Social Pedagogy, Germany
Ms Lotte Junker Harbo, VIA University College Aarhus, Denmark
Ms Robyn Kemp, Social Pedagogy Professional Association, UK
Prof Iro Mylonakou-Keke, University of Athens, Greece
Prof Sascha Neumann, University of Luxembourg, Luxembourg
Prof Pat Petrie, UCL, UK
Ms Karen Prins, UCC Copenhagen, Denmark
Dr Niels Rosendal Jensen, Danish School of Education (DPU), Aarhus University, Denmark
Prof Philipp Sandermann, University of Lueneburg, Germany
Dr Adrian Schoone, Auckland University, New Zealand
Prof Daniel Schugurensky, Arizona State University, USA
Prof Mark Smith, Dundee University, UK
Dr Karla Villaseñor Palma, Facultad de Filosofía y Letras, Benemérita Universidad Autónoma de Puebla (BUAP), Mexico
Ms Evelyn Vrouwenfelder, Independent researcher, UK
Prof Howard Williamson, Glamorgan University, UK
Dr Karen Winter, Queens University Belfast, UK




All submissions to the journal should be made via the journals submission system, at

Manuscripts should be formatted according to submission guidelines. Submission enquiries should be sent to the Editors by email to Manuscripts that are not formatted appropriately for the journal will be referred to edit accordingly before peer review. The journal runs a continuous publication model – articles are published in the journal as and when they are ready.

The journal operates double blind peer review, where both the reviewers and authors are anonymised during review. Authors should submit the manuscript as:

  1. The complete manuscript not blinded, as a word file (.doc/.docx, etc.) and;
  2. An anonymous PDF version of the manuscript, stripped of all identifying references to the author(s) for peer review (anonymisation includes references to authors, acknowledgements, self references, and any electronic author identification., etc.) Manuscripts may be returned before peer review if manuscripts are not sufficiently blinded.
    Preparing your manuscript



Special issues


Creativity and Social Pedagogy

Guest editor: Kieron Hatton, School of Health Sciences and Social Work, University of Portsmouth, UK
Publication date: 20 December 2019


Social Pedagogy in the Nordic Countries

Guest editor: Elina Nivala, University of Eastern Finland, Finland
Publication date: 28 September 2018



The International Journal of Social Pedagogy welcomes proposals from Guest Editors for specific special issues. These special issues are themed and focused publications that fit within the overarching remit of the journal. Proposals are welcome from editors with a specialism in any relevant field.

All general enquiries should be made to the Editors at




Collection Information