20th Anniversary-Multicultural Education

20th Anniversary Special Issue

Call for Papers



“Multicultural Education: Using Our Past to Build Our Future”


Guest Editors:

Heewon Chang, Eastern University & IJME
Soon-yong Pak, Yonsei University
Christine Sleeter,
California State University Monterey Bay


(Please contact Dr. Heewon Chang at hchang@eastern.edu or
Dr. Soon-yong Pak paks@yonsei.ac.kr for inquiries).


Theme Description

We are living in a time of rapid, and in some cases contradictory, changes and challenges that multicultural education (or related areas such as social justice education, critical pedagogy, intercultural education, and culturally relevant teaching) speaks to. This twentieth anniversary edition of the International Journal of Multicultural Education harnesses the legacy of research, theory, and action in multicultural education over the last twenty years to examine current issues, and envision the research, practice, and policy that will be needed to address them in the future.

On the one hand, we are faced with significant challenges. Ongoing diversification of populations, due to migrations of people seeking economic opportunity and refugees fleeing violence and turmoil, are being met with sharp spikes in xenophobia, rabid racism, and violence against minoritized groups. Religion, in particular, has emerged as a site of conflict in many nations (e.g., Agirdag, Merry & Van Houtte, 2016). Shifts in economic policies have widened gaps between rich and poor in some parts of the world, impacting on access to quality education and on how youth perceive their own future prospects. Policies that purport to build inclusion do not always do so (e.g., Miskovic & Curcic, 2016), and in some nations movements for racial and social justice following apartheid and segregation have stalled (e.g., Alexander, 2016; Orfield & Lee, 2007). Expansion of neoliberalism has led to increased privatization of education and class-based segregation (Adamson, Åstrand, & Darling-Hammond, 2016), to policies that in many nations deprofessionalize teaching (e.g., Zeichner, 2008), and to testing regimes that narrowly constrain what students learn.

On the other hand are areas of progress on which constructive action can be built. Ethnic studies movements are transforming curriculum and pedagogy in many schools across the U.S. as student populations diversify and research supporting ethnic studies becomes known (Sleeter, 2011). Indigenous communities in many parts of the world are reconstituting education as tribal-centered and aimed toward cultural reclamation, empowerment, and self-determination (e.g., McCarty & Lee, 2014). Work toward gay rights and trans rights have become increasingly visible, even as much remains to be done (Zacko-Smith & Smith, 2013). Global citizenship education emphasizes a co-constructed existence of global neighbors and the impact of their interconnectivty on educational, environmental, and socio-politics.   Bodies of accumulated research in areas such as multicultural teacher preparation and culturally responsive pedagogy offer helpful insights for practice. New technology that enables communication across space and time opens up possibilities for collaboration not imagined two decades ago.

Multicultural education, as a movement and terrain of work grounded in social justice, has much to say about these and other profound social changes.

Possible topics might include:

  • Multicultural education interventions to address bullying, harassment, microaggressions, and expressions of hate
  • How the preparation of teachers for diverse students might be strengthened, given challenges such as too little diversity within the ranks of teachers and the proliferation of shortened routes into teaching, and resources such as research on impactful teacher preparation practices
  • Development of Indigenous-centered education through dialogues and collaborations that are both tribe-specific and global
  • Multicultural education as connected to struggles for human rights, given that these two compatible areas are not always connected
  • Leveraging intersecting identities across multiple forms of difference as a way of building coalitions, given very real difficulties of this kind of work
  • Resistant and oppositional knowledge engendered through multicultural perspectives that allow a sustained critique on privileged forms of knowledge disseminated and reinforced in the school
  • The most pressing multicultural social justice issue you are working with
  • Global citizenship education that increases critical perspectives about oppression, empathy about outsiders such as refugees, and a significant understanding of global impacts on educational, environmental, and socio-political justice

Authors for this special issue may consider the following suggestions:

  • Co-author with colleagues from another country to examine a pressing issue from the vantage points of two or more cultural and/or national contexts
  • Situate a case study or example of classroom-praxis within an analysis of where multicultural education has come over the last two decades and where it might go in the future
  • Connect multiple forms of diversity, identity, and power rather than focusing exclusively on one
  • Synthesize data-based research in multicultural education produced over the last twenty years where appropriate
  • Suggest new directions in multicultural content integration that build on earlier body of work in this area


Agirdag, O., Merry, M.S., & Van Houtte, M. (2016). Teachers’ understanding of multicultural education and correlates of multicultural content integration in Flanders. Education and Urban Society 48(6), 556-582.

Adamson, F., Åstrand, B., & Darling-Hammond, L., Eds. (2016). Global education reform: How privatization and public investment influence education outcomes. New York, NY: Routledge.

Alexander, G. (2016). Reflections on the state of multicultural education in historically white South African schools. International Journal of Education Sciences 13(1), 118-128.

McCarty, T. L. & Lee, T. S. (2014). Critically culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review 84(1), 101-124.

Miskovic, M. & Curcic, S. (2016). Beyond inclusion: Reconsidering policies, curriculum, and pedagogy for Roma students. International Journal of Multicultural Education 18(2), 1-14.

Orfield, G. & Lee, C. (2007). Historic reversals, accelerating resegregation, and the need for new integration strategies. UCLA: Civil Rights Project.

Sleeter, C. E. (2011). The academic and social value of ethnic studies. Washington, DC: National Education Association.

Zacko-Smith, J. D., & Smith, G. P. (2013). Recognizing and utilizing queer pedagogy. Multicultural Education 20(3/4), 74-80.

Zeichner, K. M. (2008). Teacher education and the struggle for social justice. New York, NY: Routledge.


IJME Submission Guidelines


  1. Register first with the IJME (www.ijme-journal.org) if you are not a registered user. Please make sure that you have checked the “author” option in your profile.
  2. Follow the IJME submission guidelines available from the website. Use the article template when preparing your manuscript. Manuscripts not following the submission guidelines will not be reviewed.
  3. Submit your manuscript directly to the website. In addition, submit the author confirmation note as a supplementary document and complete the metadata of your manuscript, as instructed in the journal’s submission webpage, by August 1, 2017.

IJME Selection Process of Manuscripts

  1. Manuscripts will be judged on their strength and relevance to the theme of the special issue and should be aligned with the mission of IJME.
  2. Manuscripts should neither have been previously published in another journal, nor are under consideration by another journal at the time of submission.
  3. Each manuscript will be prescreened by special issue editors for its general fitness to the special issue. Then prescreened manuscripts will be subjected to a double-blind review by a panel of reviewers with expertise in the area. Those manuscripts recommended by the panel of experts will then be considered for final acceptance.


Recommended Timeline


  1. August 1, 2017: Submission Deadline
  2. October 1, 2017: Revision Request Decision by Special Issue Editors
  3. November 15, 2017: Author Revision Deadline
  4. December 15, 2017: Final Acceptance Decision
  5. February 28, 2018: Publication of the Special Issue


A Brief Introduction of IJME


IJME is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education and is 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 is indexed with numerous international databases such as Scopus, ERIC, and Ebscohost and is under review by the Web of Science. According to SJR, IJME is within the top 15 open-access journals and the first quartile of 716 journals in the category of "Cultural Studies."   The 3-year-average acceptance rate is 17%. In 2016, IJME articles were downloaded over 76,000 times by global readers from 121 countries.

For further details, please visit the journal website at www.ijme-journal.org.