International Journal of Multicultural Education

International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles: (1) empirical research reports that explicitly address multicultural educational issues and typically engages qualitative research methods in robust manners (if specified in the call for submissions, some special issues may accept quantitative studies); (2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature.  We particularly encourage submissions resulted from meaningful and ethical collaboration among international scholars and practitioners. Submissions that advance from prescreening will be subject to originality-testing and double-blind review. 

IJME is covered by several international indexes and databases such as ESCI (Clarivate Analytics), Scopus, ERIC, and Ebscohost. According to SJR, IJME is placed in the first quartile of 630 globally select social science journals. The journal is among the 10 most impactful open-access journals in the category of "cultural studies." During the year of 2016, IJME articles were downloaded over 76,000 times by global readers from 121 countries. The 3-year-average acceptance rate between 2015 and 2017 is 13%. 

The institutional sponsors and the voluntary service of international editors and reviewers have enabled IJME to provide the open-access content to the global community with no subscription fees to readers and no article processing fees to authors. We ask you to use IJME content according to the fair use principle and to cite it properly to help us continue with the open-access operation. 




IJME is accepted for coverage in Emerging Sources Citation Index

IJME was accepted, in August 2017, for coverage in Emerging Sources Citation Index (ESCI). Clarivate Analytics, the evaluation agency, confirms, "Journals in ESCI have passed an initial editorial evaluation and can continue to be considered for inclusion in products such as...SSCI [Social Science Citation Index]...which have rigorous evaluation processes and selection criteria." The editorial team of IJME is pleased to receive this honor and continues to commit to its mission of creating globally significant content. As users, we ask you to read, cite, and share our journal content at your pleasure.  
Posted: 2017-08-15
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Vol 21, No 1 (2019): Special Issue-Technology for Equity and Social Justice in Education

The 2019 special issue focues on the theme of "Technology for Equity and Social Justice in Education." This issue is edited by Dr. Sherry Marx of Utah State University and Dr. Yanghee Kim of Northern Illinois University in the United States. This issue also marks the beginning of Dr. Soon-Yong Pak's stewardship as Editor-in-Chief and the full transition of IJME to Yonsei University in Seoul, Korea.

Table of Contents

Sherry Marx, Yanghee Kim

2019 Special Issue Articles (Peer-reviewed)

Outi Kaarina Laiti, Satu-Maarit Frangou
Mia S Shaw, Deborah A Fields, Yasmin B Kafai
Kristin Searle, Colby Tofel-Grehl, Janet Breitenstein
Manal Yazbak Abu Ahmad, Elaine Hoter
Baburhan Uzum, Bedrettin Yazan, Netta Avineri, Sedat Akayoglu
Candance Doerr-Stevens, Molly Buckley-Marudas
Jessica Morales-Chicas, Mauricio Castillo, Ireri Bernal, Paloma Ramos, Bianca Guzman