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Focus and Scope
The journal is placed in the field of Adult Education. The key term Critical Issues reflects our strategic goal of developing a critical dialogue between adult educators on critical issues that call into question stereotypical perceptions, and questions may remain open, given their ambivalent, controversial, neglected, misunderstood or underdeveloped approach to the literature. Thus, we hope that the journal will contribute to the promotion of ideas and principles of Adult Education with an emphasis on critical reflection and learning for change.
As relevant to the field of the journal might be considered critical issues within the field of Adult Education that indicatively involve:
- Research, good practices and proposals on crucial issues regarding transformative processes and critical approaches in education, society, governance, policies and other areas of interest, related to the field of Adult Education.
- Redefinition or reassessment of problematic perspectives, theoretical views, or social phenomena.
- Exploration of multiple, different, alternative, ambivalent, controversial perspectives.
- Challenge of taken-for-granted or unjustified assumptions and practices.
- Analysis of the power dynamics of a situation.
- Exploration of disregarded or undermined, however interesting and challenging perspectives.
Peer Review Process
Research articles under submission are assessed by conduct of parallel “double-blind” evaluation, i.e. are anonymously sent (without mentioning the writers’ specifics) by the journal’s Editorial Board to two members of peer review panel with specialization to the scientific thematic areas of the journal.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Editorial Board
Members of the Greek Adult Education community
ANASTASIADIS PANOS, University of Crete, Greece
ARMAOS REMOS, Hellenic Open University, Greece
BABALIS THOMAS, National and Kapodistrian University of Athens, Greece
FRAGKOULIS IOSIF, Hellenic Open University, Greece
GOULAS CHRISTOS, University of Neapolis, Cyprus
GIOTI LABRINA, Aristotle University of Thessaloniki, Greece
KARAGIANNOPOULOU EVANGELIA, University of Ioannina, Greece
KARALIS THANASSIS, University of Patras
KEDRAKA KATERINA, Democritus University of Thrace, Greece
KORONAIOU ALEXANDRA, Panteion University, Greece
KORRE PAVLI MARIA, Aristotle University of Thessaloniki, Greece
KOULAOUZIDIS GEORGE, Hellenic Open University, Greece
KOUTOUZIS MANOLIS, Hellenic Open University, Greece
LINTZERIS PARASKEVAS, National and Kapodistrian University of Athens, Greece
PAVLAKIS MANOS, Frederick University, Cyprus
PHILLIPS NIKI, Hellenic Open University, Greece
POULOPOULOS CHARALAMPOS, Democritus University of Thrace, Greece
PROKOU ELENI, Panteion University, Greece
RAIKOU NATASSA, University of Thessaly, Greece
SIFAKIS NIKOS, National and Kapodistrian University of Athens, Greece
TSIBOUKLI ANNA, National and Kapodistrian University of Athens, Greece
VAIKOUSI DANAI, Hellenic Open University, Greece
VALKANOS EFTHYMIOS, University of Macedonia, Greece
VERGIDIS DIMITRIS, University of Patras
ZARIFIS GIORGOS, Aristotle University of Thessaloniki, Greece
Members of the international Adult Education community
BUERGELT PETRA, University of Canberra, Australia
FABRI LORETTA, University of Siena, Italy
FEDELI MONICA, University of Padova, Italy
FINNEGAN FERGAL, National University of Ireland, Ireland
FLEMING TED, Columbia University, USA
GOUGOULAKIS PETROS, University of Stockholm, Sweden
HOGGAN CHAD, North Carolina State University, USA
HOGGAN KLOUBERT TETYANA, University of Augsburg, Germany
IRELAND TIMOTHY, Federal University of Paraiba, Brazil
KASL ELISABETH, Independent Scholar, USA
LAWRENCE RANDEE LIPSON, Columbia University, USA
MARSICK VICTORIA, Columbia University, USA
MAYO PETER, University of Malta, USA
NIKOLAIDES ALIKI, University of Georgia, USA
POPOVIC KATARINA, University of Belgrade, Serbia
STRIANO MAURA, University of Naples Federico II, Italy
TAYLOR KATHLEEN, Saint Mary’s College of California, USA
WELCH MARGUERITE, Saint Mary’s College of California, USA
ePublisher
The National Documentation Centre (www.ekt.gr) is a national infrastructure. Since 1980, it actively engages in the collection, organization and dissemination of scientific and technological information in Greece and internationally. EKT’s strategic priority is the aggregation, organized online dissemination and preservation of quality-assured scholarly and educational content in a single research infrastructure.
EKT’s vision is “Access to Knowledge”. To this end it implements Open Access policies in research, supports the transfer and dissemination of scientific knowledge, collaborates with research, education and cultural institutions for the aggregation, organization and dissemination of digital content and provides innovative services in scientific information.
EKT provides reliable ePublishing services as part of its scholarly content aggregation and dissemination activities . Its integrated online ePublishing environment is developed with open-source interoperable technology. This affords the incorporation of EKT’s infrastructures into the continuously developing international infrastructure environment.
EKT’s ePublishing services (http://epublishing.ekt.gr/) are directed to public and extended public institution publishers of accredited scholarly journals. They include, most significantly, the organization, documentation and organized dissemination of metadata and content of scholarly journals, the training and consulting services on issues such as intellectual property, the standardization of editorial processes according to internationally accepted standards, the inclusion of content and metadata in international content indexers and harvesters via interoperable systems.
Journal History
The journal of the HAEA began to be published in 2004, exclusively for its members. At that time there was very little Greek-language bibliography on Adult Education. So, there was a big gap that needed to be filled in order for the interested Greek public – which in the meantime was increasing due to the proliferation of adult education programs, as well as the relevant studies that had begun in Hellenic Open University and other universities – to be able to come into contact with the scientific approaches, the trends and the research data of the field.
This role was assumed by the journal Adult Education, which began to build an epistemological tradition. On the other hand, the journal had secured the support of leading scholars, such as Peter Jarvis, Collin Griffin, Alan Rogers, Phil Race, who contributed as scientific advisors. Moreover, the journal was not limited to the publication of articles, but had additional columns concerning book reviews, portraits of scholars, news and actions from the field, and emblematic texts that influenced the theory and practice of adult education.
Since then, the journal has remained steadfast in its goals. 49 issues were published continuously, every four months, which hosted after the review of an editorial board, a large number of papers of Greek scholars, as well as translations of articles, tributes to special topics, interviews, reviews, portraits.
However, things have changed over time. The Greek community of Adult Education expanded significantly and made its presence felt in the international arena with publications, presence in conferences, European programs, international collaborations. We felt that many abroad were interested in our views. At the same time, the need for the work of Greek scholars to be made public as widely as possible was created.
For these reasons, the journal, maintaining its basic principles, became from October 2021 bilingual (Greek – English) and open access, so that its content is disseminated to as many as possible, to achieve the attraction of high-level articles from all over the world and to increase the international recognition of authors.
The journal's title is now Adult Education: Critical Issues, identifying that the term "critical issues" signifies:
• redefinition or critical evaluation of problematic considerations, theoretical approaches or social phenomena
• questioning perceptions or practices that are taken for granted
• investigation of various, different, alternative controversial or opposing considerations
• investigation of unrecognized or undervalued considerations that are however interesting and provocative.
