Journal Guide

Representations publishes sophisticated, highly readable essays on the workings of culture, both past and present. Long known for its innovative essays on art, intellectual and legal history, science and gender studies, theories of history, and literary phenomena such as authorship and national and ethnic canon formation, Representations’ reach currently extends as well to such topics as the history of the emotions, national identity, new media, and the renewal of aesthetics in criticism. A subscription to Representations puts you at the center of a collective exploration of the boundary between nature and art, facts and artifacts. Unashamedly intellectual, the journal insists that representing is itself central to all forms of human action--indeed, to our very notion of what humans are and what action is.

This internationally peer-reviewed journal, published on behalf of SEMPRE, promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice.

Research in Dance Education aims to inform, stimulate and promote the development of research in dance education and is relevant to both learners and teachers. The desire to improve the quality and provision of dance education through lively and critical debate, and the dissemination of research findings is uppermost.The journal sets out to include contributors from a wide and diverse community of researchers. This extends to all aspects of dance in education, providing opportunities for both experienced and less experienced researchers. The journal encourages a wide range of research approaches and methods, in a forum for debate. An international audience will be attracted to the comparative study of dance teaching and learning, which the journal encompasses. Issues of pedagogy and subject content are addressed in relation to creating, performing and viewing dance in various contexts. The role and value of Dance as part of Arts Education and the connections with other Arts practitioners is also addressed.The research field of Research in Dance Education includes: all phases of education, pre-school to higher education and beyond; teaching and learning in dance, theory and practice; new technology; professional dance artists in education; learning in and through dance; aesthetic and artistic education; dance and the arts; dance and physical education; training dance teachers: initial teacher education, continuing professional development, dance degrees, and professional dance training; examination dance; dance therapy; special educational needs; community dance and youth dance; dance in society: gender, ethnicity, class, religion, economics; psychological issues: self esteem, motivation, body image, creativity, philosophy and the arts, and research methods and methodologies.The Perspectives section aims to re-publish significant work, which may no longer be available in print, to a wider readership. Articles are either of historical interest per se, or the issues addressed are so fundamental they remain relevant today. The section Editor welcomes suggestions of specific articles that you would like to see reproduced in future volumes of the journal. Recommendations should be accompanied by a photocopy of the article (with full reference) and a brief statement explaining why it is proposed for reprinting. The main purpose of the Dancelines section is to showcase outstanding student writing and to offer a supportive environment in which comparatively inexperienced student or recently graduated authors could gain confidence and develop their writing skills. One of the main intentions is to encourage scholarship and enthusiasm to write about dance and thus Dancelines is seen as acting as a seedbed for future writers. Both undergraduate and postgraduate work, normally between 3000 and 6000 words long is welcomed - the key criterion being that the work is publishable in an academic journal.Viewpoints is a section in which contributors can share opinions, comment critically on published papers, frame and explore topical issues, contribute short notes, questions, letters, or comments in response to material already printed in the journal. Brief notes of 500 words to considered pieces of up to 1,500 are invited. Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis. Peer Review Policy: All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers.

Visit the RiDE Themed Issues ArchiveRiDE: The Journal of Applied Theatre and Performance is a refereed journal aimed at those who are interested in applying performance practices to cultural engagement, educational innovation and social change. It provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts. The journal offers a dissemination of completed research and research in progress, and through its Points and Practices section it encourages debate between researchers both on its published articles and on other matters. Contributions are drawn from a range of people involved in drama and theatre from around the world. It aims to bring the fruits of the best researchers to an international readership and to further debates in the rich and diverse field of educational drama and applied theatre.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. All reviewers are internationally recognized in their field, and the editorial board of Research in Drama Education aim to support scholars from many different parts of the world.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Research in Phenomenology deals with phenomenological philosophy in a broad sense, including original phenomenological research, critical and interpretative studies of major phenomenological thinkers, studies relating phenomenological philosophy to other disciplines, and historical studies of special relevance to phenomenological philosophy.

Restaurator is the only international periodical specializing exclusively in the conservation of library and archive materials. Articles examine the many important aspects of this subject area, such as technology, practical experience and organization. They also focus on scientific basics: Many articles deal with the development of new preservation techniques and the improvement and better understanding of established methods. The articles are written in English with summaries in English, French and German.By reading Restaurator regularly, librarians, archivists and restorers can keep up to date with the latest research and developments. The editorial committee is made up of experts from well-known institutions and organizations from all over the world.

This acclaimed journal allows historians in a broad range of specialities to experiment with new ways of presenting and interpreting history. Rethinking History challenges the accepted ways of doing history and rethinks the traditional paradigms, providing a unique forum in which practitioners and theorists can debate and expand the boundaries of the discipline.Rethinking History provides a balance of features not usually found in academic history journals. The mix often includes:* Articles of 5,000 or 7,000 words*Concepts - papers exploring key concepts or categories of historical analysis*Controversies - debates between historians*Essays of 8,000 to 10,000 words*Experimental pieces*Invitations to Historians - historians explain how and why they write history*Miniatures - pieces of 1,500 words or less, aimed to show brevity can be the soul of history*Re-reviews - reassessments of classic history texts*Reconsiderations - essays that "reconsider" the body of work produced by a single historian, an entire school or field*Reviews and review articles*Themed Issues"I hope that this journal will become that missing venue where historians, young and old, can try out something new, can indulge in experiments... that bring us into new relationships with the traces of the past... We believe that the writing of History can be an art, and that innovation in any art calls for boldness, audacity, and the courage to try out things that can seem strange, even to the author..."Robert A. Rosenstone, Founding Editor, Rethinking History"By Re-thinking History I mean expanding the study of the nature of history in all its forms and conceptualizations. Rethinking it must mean questioning the boundaries of how we study the past"Alun Munslow, UK Editor, Rethinking History"My passion has been to re-think the writing of history, to demonstrate the inextricable links between content and form, between what we have to say and how we say it, between our arguments and interpretations and stories and our choice of structure, language, voice(s), imagery, point(s) of view, and more. I am eager to work with and publish writers at any stage in their careers who are thinking hard about the form of their writing. Perhaps they are learning from poets, novelists, and writers of general non-fiction as well as from fellow historians; or reviving and re-imagining some old and unappreciated form; or striking out in new directions in search of literary narrative, interpretation, or theory"James Goodman, US Editor, Rethinking HistoryPeer Review Policy:All research articles published in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for scientific, technical and social science publications:Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.