In a previous "British Journal of Sociology of Education" article (Nixon and Wellington, 2005) we examined current trends in book publishing and how these have influenced and will influence the construction of the field of educational studies. (The latter study was a followup to an earlier study reported in Nixon [1999].) The present article focuses on journals and their editors and, to a lesser extent, the role that the peer review process plays in shaping the field of educational studies. We use (critically rather than deferentially) notions drawn from the work of Bourdieu (1996)--the "field of power", defining boundaries, systems of dispositions, right of entry and the "illusio"--to consider and conceptualise data from interviews with 12 journal editors. Our own position in writing this article is as academic practitioners involved in reading, peer-reviewing and editing academic journals within the field of educational studies.