About the Journal

Journal of Social Science and Economics (JOSSE) is an interdisciplinary scholarly journal dedicated to advancing critical and context-sensitive understandings of social, economic, and educational phenomena, particularly in developing and emerging economies. JOSSE emphasizes theoretically informed and empirically grounded research that moves beyond dominant quantitative-only paradigms, prioritizing qualitative, interpretive, historical-comparative, ethnographic, and mixed-methods approaches. The journal welcomes studies that examine the dynamic interplay between economic processes, educational systems, and social structures—such as class, gender, ethnicity, religion, power, and institutions—in shaping inequality, development trajectories, social mobility, and human well-being.

JOSSE provides a platform for bold theoretical innovation, heterodox and postcolonial perspectives, and empirically rich field-based research that bridges academic rigor with policy relevance and social justice concerns. Special attention is given to work that challenges mainstream assumptions, revisits classical and critical theories, and integrates insights from economics, education, sociology, anthropology, political economy, geography, and history. By foregrounding education as a central socio-economic institution and highlighting voices and experiences from the Global South, JOSSE seeks to contribute to transformative knowledge production that informs policy, practice, and inclusive development.

Focus And Scope

Journal of Social Science and Economics (JOSSE) publishes original research that advances the understanding of socioeconomic and educational phenomena through innovative theoretical, conceptual, qualitative, and mixed-methods approaches. The journal places strong emphasis on contextual depth, policy relevance, and transformative impact, particularly in developing and emerging economies, where education, economy, and society are deeply intertwined.

Journal of Social Science and Economics deliberately positions itself outside the dominant quantitative-only paradigm by prioritizing studies that:

• Develop or refine middle-range and grounded theories of social, economic, and educational behavior rooted in real-world institutional, cultural, political, and historical contexts;

• Employ rigorous qualitative, interpretive, historical-comparative, ethnographic, and mixed-methods designs to examine economic and educational processes, especially those underrepresented in mainstream economics, education, and social science journals;

• Explore the interplay between economic structures, educational systems, and social stratification (class, gender, ethnicity, religion, power, and institutions) in shaping inequality, social mobility, development trajectories, and human well-being;

• Offer critical, heterodox, postcolonial, feminist, ecological, or institutional perspectives on education as a socio-economic institution, including its role in labor markets, state formation, citizenship, and knowledge production;

• Bridge academic rigor with explicit education and socio-economic policy implications, practitioner insights, and social justice orientations, particularly in the Global South and emerging economies.

Special attention is given to manuscripts that:

• Challenge mainstream economic and education policy assumptions using empirical evidence from non-Western, marginalized, or peripheral contexts;

• Revisit classical and contemporary social, economic, and educational theories (e.g., Marx, Polanyi, Weber, Bourdieu, Sen, Freire, North, Ostrom) and demonstrate their continued or renewed explanatory power in analyzing education–economy–society relations;

• Present longitudinal qualitative studies, process-tracing analyses, ethnographies, or comparative case studies that reveal mechanisms linking education, labor, inequality, and development that are often invisible to large-N statistical approaches;

• Integrate insights from education studies, anthropology, sociology, political economy, geography, and history into analyses of economic development and social change;

• Address pressing contemporary challenges such as education inequality, skill formation, informal learning, platform-based education and labor, digital divides, education financialization, climate-induced educational disruption, land dispossession, and post-pandemic socio-educational reconfiguration.

Journal of Social Science and Economics welcomes bold theoretical contributions, empirically rich field-based studies, and methodologically innovative research on education, economy, and society that may not fit the conventional “quantitative hypothesis-testing” mold but significantly enrich the intellectual landscape of social science, economics, and education.

Publication Information

• Journal Type: Peer-reviewed, Open Access

• Article Types: Research Articles

• Language: English

• Publication Frequency: Biannual / April and October

Ethical Standards

JOSSE adheres to international publication ethics and best practices, including transparency, originality, and responsible use of artificial intelligence (AI).