Submissions

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Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
  • Copyright (c) belongs to Sisyphus – Journal of Education (However, we encourage issued articles to be published elsewhere, provided that Sisyphus authorization is asked for and that authors integrate our original source citation and a link to our website).
  • It's an original article, not yet published nor under consideration for publication elsewhere (excluding abstracts or writings extracted from conferences or theses). Any modification should be communicated and justified in the "Comments to the Editor" section.
  • This article has been sanctioned by all authors (no more than five) and may be published as it has been submitted.
  • This article will be uploaded without references to acknowledgments, financial support, authors’ names or affiliation.
  • This article has been written in Portuguese, English (U.K.) or Spanish.
  • This article does not exceed 10,000 words, it has an abstract with a word count between 100 and 150 words, and has 3 to 5 keywords.
  • This article has been submitted in an editable format (docx, doc) and according to the template available at the journal’s website.
  • This article follows APA Style, 6th edition.

Author Guidelines

Submission declaration
Sisyphus – Journal of Education only publishes original articles, explicitly on the strict condition that they have not been published already, nor are they under consideration for publication elsewhere (excluding abstracts or writings extracted from conferences or theses). Articles must be approved by all authors in order to be published.

Review criteria
Sisyphus – Journal of Education only considers original articles for publication, explicitly on the strict condition that they have not yet been published, nor are they under consideration for publication elsewhere.

All submitted articles must be rigorous, technically precise, and should put forward a progressive perspective in relation to the state of the art. They should also elucidate and circumscribe the significance of the subject matter, as well as the conceptual and methodological orientations; the research enquiry; the revision of the correlative and most relevant publications on the subject; and the presentation of all results and conclusions. The manuscripts must be essentially problematical; that is, they should draw research vectors that open up new theoretical paths while suggesting methods to deal with intrinsic interrogations. They must also add new perspectives to current writings.

In order to be published, articles must focus on issues that can resonate with an international audience, which is why they should promote and be engaged in wide-ranging issues and debates that can be inscribed within a non-local and non-national agenda.

Articles to be evaluated may be submitted at any time. It should be noted that at least 50% of the articles published in each issue will be focused on research.

Articles should not have more than five authors.

Language
Articles must be written in Portuguese, English (U.K.) or Spanish (proposals in other languages will not be accepted). National, colloquial terms and idiomatic expressions should be avoided. Non-discriminatory language is mandatory for all manuscripts: any words or expressions conveying social prejudices are to be avoided.

Preparing texts for submission
Authors must use the TEMPLATE that can be downloaded from the journal’s website. Originals which are not formatted according to this document will be rejected.

The length of an article should not exceed 10,000 words including titles, abstract, references and appendices.

Texts must include an abstract containing between 100 and 150 words and between 3 and 5 key words.

The document format should be compatible with Microsoft Word, in any of its versions.

When writing the articles, authors must follow the indications gathered in the  “Article Template” and in the “Submission Guidelines”. Below you may find the links to the files:
EN: template (word) | submission guidelines (PDF)
PT: modelo (word) | instruções de submissão (PDF)

ES: modelo (word) | instrucciones de envío (PDF)

References
All submitted articles must follow APA Style, 6th edition, for quotations and references. For detailed information, please see the Publication Manual of the American Psychological Association, 6th edition (www.apastyle.org).

Submitting Articles
Authors must register on the journal’s website (http://revistas.rcaap.pt/sisyphus) and provide the requested data for registration and article submission [required author(s) metadata: author(s) name(s), e-mail(s), country(ies), ORCIDs iDs, complete affiliation(s), and bio statement(s) (maximum 100 words each)]. To do this, authors must go to LOGIN (if already registered as a user) or to REGISTER (if not yet registered) [both links can be found at the top right of the webpage]

All the article authors MUST be named at the time of submission (adding them one by one) and in the order in which they sign the article, since that will be the order in which they will appear in case the article is published.

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Articles' submission sections
ongoing submissions related to our two main research lines:

Education XXI

Addresses the diversification, modernization and improvement of education. It studies the development of educational structures, processes and practices, including the integration and use of digital technologies, oriented towards the promotion of socially relevant learning. Attention is given to two central problems: quality of learning, considering issues related to the acquisition and development of competences and skills; and inclusion, addressing the ongoing engagement with diversity.

Change Forces in Education

Deals with the issues of coordination, steering and monitoring of change in education systems. Attention is given to two central problems: the professional development in education professions, particularly focusing on the socialization and training processes of teachers and other educators; and the processes and effects of participation and accountability in the governance of education systems, particularly focusing on the construction, implementation and assessment of educational public policies.

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Linguistic and cultural diversity in educational contexts

[thematic issue] Edited by Ana Sofia Pinho (Universidade de Lisboa, Instituto de Educação), Ana Raquel Simões (Universidade de Aveiro, Departamento de Educação e Psicologia) and Nikolett Szelei (Ghent University, Faculty of Psychology and Educational Sciences).

New deadline for submission of proposals: April 22, 2021

Summary: This special issue accepts submissions from delegates that participated in the Congress of EDiLiC 2019 only, and addresses challenges and opportunities posed by linguistic and cultural diversity to formal and non-formal educational contexts. Authors who wish to submit to this special issue are invited to consider following overarching themes: intercultural pedagogies and awakening to languages, looking at the intersections between interculturality and plurilingualism and, consequently, considering the connections between plurilingual and intercultural education; language education policies, schools and non-formal education, thus addressing the macro, meso and micro levels of plurilingual and intercultural education as a policy; and educators/teachers’ professional learning and development, focusing on pre- and in-service teachers’ learning and preparation to teach in and for linguistic and cultural diversity, and making a link to teacher education and professional development policies.

Contact person: Ana Sofia Pinho (aspinho@ie.ulisboa.pt)

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Thinking education from the periphery

Lifelong learning and digital transitions in low-density territories

[thematic issue] Edited by Ana Isabel Madeira and Helena Cabeleira [Instituto de Educação da Universidade de Lisboa, Portugal]

Deadline for submission of proposals: June 30, 2021

Keywords: Public History / Public Memory / History of the Present / Living Archives / Life-long learning / Digital Divide / Digital Literacy / Active ageing / Community-based Education / Inclusive education / Territories of low density / Public Space for Education

Summary: Ageing dynamics in the 21st Century, particularly in low-density territories, are compromising the economic and social cohesion and sustainability of rural contexts. The effects of the SARS-CoV2 pandemic have further accentuated the digital divide and the participation of adults in lifelong learning processes, highlighting educational inequalities and the exclusion of older people from civic and social participation. The development of historiographical practices within the scope of Public History has played an important role in the production of historical knowledge and the strengthening of community identity, namely through Oral History, activating collective memory, rescuing historical heritage, and giving visibility to local culture. This call for articles aims to contribute to the (re)collection of empirical data, experiences and case studies that evidence the construction of a public space for education, by showcasing good-practices and exemples of regional-local educational innovations in the field of curriculum development. We also wellcome author’s contributions in the framework of continuing teacher education and training, or in the establishment of partnerships between higher education institutions, local communities of practice and public authorities regarding issues of ‘local’ educational heritage.

Read more

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Policy and practices in adult education: comparative analysis

[thematic issue] Edited by Paula Guimarães (Instituto de Educação da Universidade de Lisboa, Portugal), Regina Egetenmeyer (Institut für Pädagogik, Fakultät für Humanwissenschaften, Julius-Maximilians-Universität Würzburg, Germany) and Natália Alves (Instituto de Educação da Universidade de Lisboa, Portugal)

submission deadline: September 30, 2021

| This special issue only accepts submissions from PhD students, teaching staff and adult educators/practitioners that joined the INTALL – Adult Education Academy 2021, whose abstracts were already reviewed by this issue guest editors. 
| To be published in June 2022

Summary: This thematic issue of Sisyphus aims at contributing to understanding diversity, fragmentation and complexity of comparison in adult education research, focussing on policy and practices developed in different parts of the world. The articles to be include in this issue are the outcome of the vivid discussion held in the INTALL Adult Education Academy, promoted by the University of Würzburg, when the COVID-19 pandemic had a significant impact on every ones’ lives, in special in those attending this educational initiative. Joined by more than 60 students and 20 teaching staff from higher education institutions of 5 continents, the INTALL Adult Education Academy is a significant event to reflect critically about the adult education diversity, fragmentation and complexity within education comparison when a health situation constrained mobility and face-to-face teaching.

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Provided names, addresses, and other personal information will be exclusively used by our journal editors and for the stated purposes of the journal, and will not be granted to third parties or made available for any other purpose. Sisyphus Privacy Statement is entailed with the IE-Ulisboa Privacy and Personal Data Protection Policy.