Focus and Scope

QuasiPrime is an international, peer-reviewed journal devoted to advancing the theory and practice of qualitative research in the context of primary education. The journal aims to provide a dynamic and inclusive platform for scholars, educators, and practitioners to explore, interpret, and reflect on the complexities of teaching and learning in early schooling years through a qualitative lens.

It embraces a wide spectrum of qualitative methodologies—including but not limited to ethnography, phenomenology, narrative inquiry, discourse analysis, case study, grounded theory, and arts-based research—to illuminate the lived experiences, sociocultural dynamics, and pedagogical realities within primary education.

QuasiPrime particularly welcomes studies that foreground the voices of children and teachers, engage with local knowledge, foster inclusive and context-sensitive practices, and contribute to transformative understandings of how learning happens in diverse primary school settings.

QuasiPrime publishes high-quality research articles, conceptual papers, and methodological reflections that employ qualitative approaches to explore teaching, learning, and educational experiences in primary school settings. The journal encourages contributions from diverse cultural and socio-economic contexts to broaden the global conversation on primary education.

The scope of the journal includes, but is not limited to:

  1. Ethnographic studies of classroom culture, school practices, and community engagement.
  2. Phenomenological research on the lived experiences of teachers, students, and parents.
  3. Narrative inquiry focusing on storytelling, life histories, and autobiographical accounts in primary education.
  4. Discourse and conversation analysis of classroom interaction, policy texts, and teacher-student communication.
  5. Case studies and grounded theory research that generate deep insights into teaching practices, curriculum implementation, and school leadership.
  6. Arts-based and visual methodologies, including photovoice, creative writing, and performance as research tools.
  7. Action research and reflective practices aimed at improving the quality of early-grade education.
  8. Critical qualitative studies exploring inclusion, equity, gender, and identity in primary education.
  9. Policy and curriculum analysis approached through qualitative interpretive frameworks.
  10. Cross-disciplinary qualitative perspectives (education, psychology, anthropology, linguistics, cultural studies) with direct relevance to primary education.

The journal values methodological rigor, reflexivity, and innovative interpretations of educational phenomena, while also welcoming papers that push the boundaries of traditional qualitative inquiry. Submissions may take the form of original research articles, methodological essays, or thought-provoking reviews that enhance understanding of primary education.