Book Review and Accessibility

• In Event: Meet the editors of the Journal of Comparative & International Higher Education: Bringing access, transparency, and kindness to publishing

Proposal

Intro & Relevance to Conference Theme & HE-SIG
The Book Review Editor oversees a section in the Journal of Comparative & International Higher Education (JCIHE) that broadens scholarly conversations by engaging critically with new publications in comparative and international higher education. In line with the CIES 2025 theme, our book reviews offer a forum for intellectual exchange across geographic, cultural, and disciplinary boundaries. We aim to focus on publications that shed light on underrepresented perspectives, especially from less visible academic communities, reinforcing the HE-SIG commitment to inclusive, globally informed dialogue.
Literature
Book reviews are more than summaries as they are a form of critical scholarship that situates new works within ongoing debates and emerging trends (Hartley, 2006). In the open access publishing environment, issues of visibility and access remain uneven (Borrego, 2023). Reviews can help rebalance this by drawing attention to authors, topics, and publishers that might otherwise be overlooked, thus enriching the range of scholarly resources available to the global higher education community.
Theoretical Construct
The editorial approach is grounded in critical theory, which examines how structures of knowledge production shape whose work is recognized. The focus of the Book Review section is to bring in authors from around the world whose books would be of interest to JCIHE readership, but also whose publication may be ignored because of their geography. The book review section incorporates inclusive editorial practice, which frames the review section as both as platform for knowledge dissemination. In addition, it becomes a training ground for early career researchers (ECRs). This dual role seeks to address gaps in participation while fostering professional growth.
Methodology
The publishing process for the book review has two processes. One is to invite authors to conduct a review and the other is to receive unsolicited requests. The process involves: 1) Identifying titles that reflect varied geographies, methodological approaches, and thematic scope. 2) Inviting reviewers from a wide spectrum of career stages and regions. 3) Providing tailored guidance and constructive editorial feedback, especially for ECRs including graduate students. Flexibility in timelines and sourcing helps address potential barriers, including limited access to new publications or language constraints. Unsolicited submissions are considered and involves a discussion between the potential author and the Book Review editor.
Findings/Conclusions
This approach has resulted in a review portfolio that showcases a broader range of scholarly contributions and encourages new voices to enter academic publishing. ECRs have used the experience to refine their analytical writing, expand professional networks, and gain confidence as published authors. By spotlighting works that explore equity, challenge entrenched assumptions, and propose innovative pathways, the book review section contributes to the journal’s overall mission of fostering knowledge exchange that can inspire constructive responses to division in higher education and beyond.

Author

• Gina M Sarabella, Felician University