《教育評(píng)論研究》是為數(shù)不多的致力于教育評(píng)論社會(huì)學(xué)的國際期刊之一，盡管它歡迎提交具有批判性立場(chǎng)的論文，以借鑒其他學(xué)科（如哲學(xué)、社會(huì)地理學(xué)、歷史），以了解“社會(huì)”?！度A爾街日?qǐng)?bào)》研究的關(guān)鍵方法有兩個(gè)：1.誰從當(dāng)前和歷史上的教育社會(huì)安排中獲益（誰不受益），2.從最不有利的觀點(diǎn)出發(fā)，如何處理不公平安排。在這種方法的指導(dǎo)下，該雜志發(fā)表的文章借鑒了后結(jié)構(gòu)主義、女權(quán)主義者、后殖民主義和其他批評(píng)取向，來批評(píng)教育體系，并確定教育政策、實(shí)踐和研究的替代方案。CSE也訂閱了一個(gè)批判性的本體論和認(rèn)識(shí)論。它拒絕了實(shí)證主義的觀點(diǎn)，即社會(huì)現(xiàn)實(shí)是“存在的”，等待“被發(fā)現(xiàn)的”，研究人員能夠與研究對(duì)象保持客觀的距離。相反，《華爾街日?qǐng)?bào)》認(rèn)為，研究人員生成數(shù)據(jù)而不是找到數(shù)據(jù)，數(shù)據(jù)的表示是一種分析形式。出于這些原因，我們不發(fā)表將“發(fā)現(xiàn)”與“討論”分開的文章，不管它們是否有以這種方式命名的獨(dú)立部分。

Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand 'the social'.Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.CSE also subscribes to a critical ontology and epistemology. It rejects the positivist view that social reality is 'out there' waiting to be 'found' and that researchers are able to maintain an objective distance from research subjects. Instead, the journal takes the view that researchers generate data rather than find them and that the representation of data is a form of analysis. For these reasons, we do not publish articles that separate 'findings' from 'discussion', whether they have discrete sections named in this way or not.