Journal Guide

The Cambridge International Law Journal (CILJ) succeeds the Cambridge Journal of International and Comparative Law (CJICL), which was established in 2011 at the University of Cambridge. CILJ is a double-blind peer-reviewed journal with a broad focus on international law. CILJ publishes in all areas of international law, including regional and transnational legal regimes, such as European Union Law. CILJ provides a platform for both young and well-established academics to publish outstanding research on cutting edge, highly topical international law issues alongside, and in dialogue, with each other. CILJ is well-served by an Academic Review Board made up of distinguished international law experts from around the world. Additionally, the CILJ blog and the CILJ annual conference are integral parts of the journal.

The Cambridge Journal of Economics, founded in the traditions of Marx, Keynes, Kalecki, Joan Robinson and Kaldor, welcomes contributions from heterodox economics as well as other social science disciplines. Within this orientation the journal provides a focus for theoretical, applied, interdisciplinary, history of thought and methodological work, with strong emphasis on realistic analysis, the development of critical perspectives, the provision and use of empirical evidence, and the construction of policy. The Editors welcome submissions in this spirit on economic and social issues including, but not only, unemployment, inflation, the organisation of production, the distribution of the social product, class conflict, economic underdevelopment, globalisation and international economic integration, changing forms and boundaries of markets and planning, and uneven development and instability in the world economy.

Cambridge Journal of Education, an international English language journal, publishes original refereed articles on all aspects of education with a particular emphasis on work that contributes to shared understanding among academic researchers, theorists, practising teachers, policy-makers and educational administrators. Its readers include members of each of these groups - evidence of its success in bringing together those who determine the content, organisation, and practice of education.Cambridge Journal of Education enjoys a wide international readership and encourages contributors from different educational systems and cultures to submit work for publication. The Editors also welcome suggestions for special issues on particular topics; pieces which engage in or stimulate discussion; and responses to issues raised by contributors. Articles should normally be of 6000 words maximum length, though much shorter pieces are also welcome. Cambridge Journal of Education is published on behalf of the University of Cambridge Faculty of Education. Views expressed by contributors are not necessarily those of the publishers, the Editors or the Editorial Panel.Peer Review Policy:All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the University of Cambridge Faculty of Education makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the University of Cambridge Faculty of Education and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the University of Cambridge Faculty of Education.

Cambridge Journal of Regions, Economy and Society publishes multi-disciplinary international research on the spatial dimensions of contemporary socio-economic-political change. The Journal adopts a focused thematic format. Each issue is devoted to a particular theme selected by the international editorial team.