International Studies in Widening Participation

International Studies in Widening Participation aims to encourage critical debate about educational issues of international interest and significance. Contributions provide novel insights about specific or local issues in the context of wider concerns and discourses about widening educational participation across the globe.

The journal is a collaborative effort by the English Language and Foundation Studies Centre and the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia.


Articles critically engage with and extend current research about widening participation in education in the context of wider issues, trends or theoretical debates. The journal is inter-disciplinary and international and welcomes articles that span a wide range of issues including, but not limited to:

  • Inclusive pedagogies, curricula and practices,
  • Outreach, access and equity,
  • Policies and practice,
  • Transition and retention,
  • Online learning and learning spaces,
  • engagement and belonging; and
  • praxis and methodological issues.

The journal welcomes different approaches, methodologies, styles of writing and innovative formats. Papers:

  • Engage audiences across different disciplines and professions, as well as different nations,
  • Critically engage with and extend current research,
  • Focus on providing clear concepts and terminology and explicate their meaning and context; and
  • Provide theoretical or methodological rigour, appropriate to focus, approach and genre.

Volume of Publication

International Studies in Widening Participation aims to publish two volumes per year. An author can only publish or be part of one paper per volume. The volume of papers can be found at the journal website.

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.