Submission Guidelines

We welcome submissions from educational practitioners who, as Living Theory researchers, are undertaking to understand and explain their educational influences in their own learning, the learning of others, and in their own contexts (Whitehead, 1989). We are dedicated to publishing accounts in which practitioners show how they are living their values in their working lives. Many practitioners may not before have been able to, or have wanted to, or have felt the relevance of writing and representing their significant ideas and extensive personal knowledge. Thus, one of the chief reasons for the existence of this e-journal is to give to such people the space, freedom and encouragement to speak. Although we prefer practitioners' accounts, we are open to different forms of expression from contributors who stand firmly in their lives for the life-affirming values that help others and make the world a better place for all peoples.

We accept Kilpatrick's (1951) premise that educational research may have profound implications for the future of humanity. We see the establishment of this e-journal as one small step towards the shared good of humanity. There are several excellent international Action Research and practitioner-researcher journals already in existence: this e-journal is not seeking competition with them. However, we are looking to establish a distinctive voice that offers stimulating opportunities for creativity, learning and the furthering of our educational influences.
EJOLTS is committed to:
  • Ongoing discussions between Living Theorists about their work ( ). We understand Living Theories to be implicit in the process of comprehending and explaining the open-ended nature of enquiries as educational researchers seek to improve learning within their own particular contexts and relate it to the wider picture.
  • Publishing explanations that connect the flow of life-affirming energy with living values such as love, freedom, justice, compassion, courage, care and democratic evaluation.
  • Flexibility of forms, processes and explanations. EJOLTS is an entirely web-based journal and we feel that this medium offers advantages over other publications that rely mainly on hard copy. Publishing through the Internet permits the integration of a wide variety of multi-media forms (e.g. audio, video, photographs) with written text to give a unique life to what it is we want to communicate.
  • Originality and creativity in forms and processes that reflect the real lived experiences of authors. We aim to bring authors and their readers/audiences closer to what actually happens when we seek to influence others and ourselves educationally. We understand that Living Theorists' work is within a process of becoming but that this perspective does not lessen the requirement for rigorous accountability in the pursuit of knowledge, theory and improvements in practice.
EJOLTS publications
We aim to publish two issues a year. As soon as the Editorial Board has accepted a paper for publication the author will be informed, an announcement will be made on the EJOLTS site and it will be publicised through the Facebook EJOLTS and LinkedIn EJOLTS International groups.
Length and form
We expect your paper to include a clearly written description and explanation in English[1] of the context(s), purposes, processes and outcomes of your enquiry. Our intention is not solely to publish papers: it is to publish papers that are read. Therefore, although EJOLTS will unusually publish accounts of Living Theory research (Whitehead, 1989) that are up to 18,000 words in extent, we stress that they are normally 6,000−12,000 words long.
We require accounts to be as jargon-free as possible and expressed in ways that will be comprehensible to as wide an audience as possible. Please explain technical terms clearly as you go along. For writers whose first language is not English, members of the editorial board are willing to help in the linguistic clarification any particular concepts highlighted for attention by the author(s).
EJOLTS encourages submission of multimedia accounts, which include text, still images, audio, and video that help to communicate meanings of your energy-flowing values and practice. Where appropriate and possible, you are encouraged to integrate URLs linked to the papers, videos, images  etc. that you have referenced.
We recognise that different workplaces and geographical locations have access to different levels of ICT provision; consequently, we will not penalise contributors who are not able to make use of hi-tech resources. We simply wish to emphasise here our openness to the multiple forms of representation that are acceptable as descriptions and explanations of practice.
Manuscripts submitted for publication – general points

We require accounts to be as jargon-free as possible and expressed in ways that will be comprehensible to as wide an audience as possible. Please explain technical terms clearly as you go along. For writers whose first language is not English, members of the editorial board are willing to help in the linguistic clarification any particular concepts highlighted for attention by the author(s).

  • Accounts can be submitted in MS Word (*.doc or *.docx) or in Open Document Format (*.odt). After the reviewing process, text will be converted to the standard Portable Document Format (*.pdf) of the journal.
  • Video and audio files should be externally hosted, via sites such as YouTube and SoundCloud, whose URLs should be included in the main text. You must ensure, as far as possible, that these links will continue to be accessible for the life of the published paper.
  • Photographs, representational artwork, etc. should be sent in jpeg format (high resolution). 
Ethical/copyright considerations
You must ensure you have any necessary ethical approval, copyright and permissions for all images, videos, artwork etc. that you include in your paper. We believe it is important to emphasise that the editorial group is not responsible for copyrights and any ethical consequences of the publication of any particular contribution (written or in the form of multimedia). However, we expect that all people providing sources of data for published accounts have given their informed consent and that no one in any way involved in the processes of the research has been coerced into co-operation or is unknowingly being co-opted. It is also expected that the contributions of individuals and groups and affiliations are acknowledged by the author(s) (see Publication Ethics and Publication Malpractice Statement).
EJOLTS has an international readership and authorship; consequently, we have developed a standard presentation and layout ('house style' format) for published accounts in order to improve communicability. Your submitted manuscript must conform to this standard format. We realise that working to a standard format can be time-consuming for authors and so have developed a template which contains preset paragraph options that allow you to simply concentrate on writing the text. We advise you to access PDFs of papers from the EJOLTS website and familiarise yourself with their format and style.
Please use the e-submission form (see the guidelines) to submit your manuscript.
What happens when you have submitted your paper
First, the Chair of the Editorial Board sends a copy of submissions received to the Editorial Board members asking them to skim-read and say whether in their opinion there is an indication that the submission:
  • is, or could be, of suitable academic and scholarly quality;
  • is a living-theory account (that is the researcher offers their values-based explanation of their educational influence in learning) or is concerned with Living Educational Theory research
  • is in the template;
and indicating whether they would be prepared to be a member of the Review Team.
This is:
  • To ensure all the Editorial Board is kept acquainted with what is coming through;
  • To ensure that authors and reviewers don’t spend a lot of time on something that is not appropriate for EJOLTs;
  • To identify who on the Editorial Board is able and willing to be a member of the Review Team.
When responses have been received from at least three members of the Board saying accept for review and there does not appear to be a need for further consultation, the Chair will establish a Review Team comprising three reviewers, including the reviewer requested by the author. The Chair will then contact the author to tell them who is on their Review Team, clarify the open review process and ask them to upload their paper to the open review space. If the paper is not to go for review at this time the Chair will advise the author why the submission, as it is, is not suitable for EJOLTs and encourage resubmission.

What next?

The EJOLTS review process is both evaluative and educational. Addressing the evaluative aspect first:

In the following we are using the term 'author' to include both single and multiple authors. In the open review process, author and reviewers are expected to work towards a paper that meets the following criteria for publication:

1.     Is there sufficient detail for a reader to understand the value-based explanation of the author for their educational influence in their own learning, the learning of others and the learning of the social formations where they live and work? Is the author transparent about what constitutes their driving values, why and how these are manifested in their practice, and through what process of reflection. In other words, has the author provided sufficient detail of their living-educational-theory for it to be understood?

2.     Is it potentially comprehensible to an audience interested in extending their knowledge of the transformational possibilities of Living Theory research? By this we mean an audience who wishes to develop their understanding of how their core life-affirming and life-enhancing, ontological and relational values inform and transform their lives, personally and professionally.

3.     Can it be understood by practitioners from diverse fields of practice and research? Where context-specific language and jargon are used, are they clarified?

4.     Is there sufficient evidence to support the claims that are made?

5.     Are there sufficient details of how the author has validated their claims to know so that the reader can share in that knowledge through the creative aspects of their own reading?

6.     Is the normative background of the author and their work clear? By this we mean has the author provided sufficient details, for instance, of their socio-cultural, historical, economic and political contexts, and inter-personal relationships?

7.     Is the intra-personal context of the author clear? By this we mean is there sufficient detail for the reader to know enough about the author to understand their account?

8.     Are the author's' explanatory principles and living standards of judgement clear in this paper?

9.  Is the paper of a high intellectual and scholarly quality? By this we mean has a reasonable and well-reasoned argument been made and has the author critically engaged with  thinking of others?

10.  Is the paper in the EJOLTS house style? (See

Further details will be added shortly so that reviewers and authors can be clear of what the expectations of both are in the review as an educational process. 
Page amended 22/02/2015 

Kilpatrick, W. (1951). Crucial issues in current educational theory. Educational Theory. 1(1), 1-8.

[1]        At the moment we are operating entirely in English. However, negotiated editing facilities will be offered to contributors whose first language is not English. Languages shared between the Editorial Board include Croatian, German and Mandarin Chinese. We hope to widen the scope of languages suitable for publication in EJOLTS.