《教育評論研究》是為數不多的致力于教育評論社會學的國際期刊之一，盡管它歡迎提交具有批判性立場的論文，以借鑒其他學科（如哲學、社會地理學、歷史），以了解“社會”。《華爾街日報》研究的關鍵方法有兩個：1.誰從當前和歷史上的教育社會安排中獲益（誰不受益），2.從最不有利的觀點出發，如何處理不公平安排。在這種方法的指導下，該雜志發表的文章借鑒了后結構主義、女權主義者、后殖民主義和其他批評取向，來批評教育體系，并確定教育政策、實踐和研究的替代方案。CSE也訂閱了一個批判性的本體論和認識論。它拒絕了實證主義的觀點，即社會現實是“存在的”，等待“被發現的”，研究人員能夠與研究對象保持客觀的距離。相反，《華爾街日報》認為，研究人員生成數據而不是找到數據，數據的表示是一種分析形式。出于這些原因，我們不發表將“發現”與“討論”分開的文章，不管它們是否有以這種方式命名的獨立部分。

Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand 'the social'.Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.CSE also subscribes to a critical ontology and epistemology. It rejects the positivist view that social reality is 'out there' waiting to be 'found' and that researchers are able to maintain an objective distance from research subjects. Instead, the journal takes the view that researchers generate data rather than find them and that the representation of data is a form of analysis. For these reasons, we do not publish articles that separate 'findings' from 'discussion', whether they have discrete sections named in this way or not.