The Bridge Journal of Educational Research and Theory
The purpose of our journal is to create a community of inquiry into the interconnectedness of educational theory, research, practice and purpose. Our aim is to foster close collaboration between classroom practitioners and university researchers in a dialogic space of mutual exchange that challenges hierarchical notions of knowledge sources while enabling a transformative, collective and deep understanding of learning and teaching. We are open to the many varied forms of research and committed to empowering practitioner-researchers as we build a shared body of knowledge that addresses the complexities of contemporary education.
In addition to the publication of this open access, digital journal, we will be hosting webinars and conferences that will allow contributors to engage in opportunities for rich exchange with peers around the world.
If you are contemplating a research project and would like to connect with our network of likeminded educators, if you have an article or essay that you would like to submit for review, let us know! We are also seeking peer readers for submissions. Simply send an email with your address, institutional affiliation, and area of interest or expertise to ktaylor@wellingtoncollege.org.uk.
Members of the Editorial Board
Abdeljalil Akkari (University of Geneva, CH), Patrick Alexander (Oxford Brookes University, UK), Stuart Kime (Evidence Based Education, UK), Jonnie Noakes (The Tony Little Centre, Eton College, UK), Jacques Perche (English Schools Foundation, HK), Catherine Reading (Durham University, UK), Karen Taylor (The Bridge at Wellington College, UK), Debra Williams-Gualandi (NHL Stenden University, NL
The Journal of Educational Research and Theory - Vol.1
Welcome to the first volume of The Bridge: Journal of Educational Research and Theory!
This journal seeks to build a vibrant community of inquiry that explores the interconnectedness of educational theory, research, practice, and purpose. We aim to foster meaningful collaboration between classroom practitioners and university researchers in a dialogic space of mutual exchange—one that challenges hierarchical notions of knowledge and promotes a shared, transformative understanding of learning and teaching.
Together, we contribute to a growing body of knowledge that addresses the complexities of contemporary education. The articles in this volume offer a wide range of provocative insights into teaching and learning across diverse contexts. Collectively, they invite us to reexamine our principles, values, and practices as educators. We hope these articles stimulate reflection, dialogue, and continued inquiry into the pressing challenges and possibilities in education today.