About the Journal

International Journal of Multicultural Education (IJME) is a free, 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) qualitative research studies that explicitly address multicultural educational issues; (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 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 peer review.

IJME is included in several international indexes and databases such as ESCI (Clarivate Analytics), Scopus, ERIC, Ebscohost, and Google Scholar. Our ISSN is 1934-5267.

IJME is ranked by the Scopus citation database as having a site score of 2.5 and a SCImago Journal Rank measure of 4.01. Scopus ranks IJME in the 90th percentile of journals in Cultural Studies and in the 57th percentile in Education (2023). These measures are available at Scopus.com. IJME is included in the Directory of Open Access Journals (DOAJ). The journal has a readership of more than 23,000 and an acceptance rate of 7-8%.

IJME provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge and equitable educational practices. All published articles are made available to readers under a CC BY-NC 4.0 license. Upon publication, users have immediate free access to IJME articles.

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. 

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Announcements

4-Trans Special Issue

2024-09-20

In alignment with IJME’s ultimate goals of promoting cultural understanding and social justice amongst multicultural populations, this special issue seeks manuscripts that address recent approaches related to transnationalism, transculturalism, translanguaging and transdisciplinarity, (the “4 trans”) and contribute to advancing towards a reconceptualization of bilingual and multilingual teacher education. By centering on the “4 trans”, we highlight the centrality of these dimensions that intersect explicitly or implicitly in the way we view, define, and prepare bilingual and multilingual teachers. In particular, we seek manuscripts that aim to question monolithic approaches to teacher preparation that perpetuate restrictive, monoglossic, hegemonic, and colonizing/oppressive views of teachers and teacher education (Zúñiga et al., 2023). Our special issue, in this way, seeks to summon the scholarship of international researchers and practitioners who engage in critical, theoretical, and practical explorations of the “4 trans” dimensions in teacher education.  

Read more about 4-Trans Special Issue

Current Issue

Vol. 26 No. 2 (2024): Open Issue

Open Issue

Published: 2024-08-20

Articles (Peer-reviewed)

View All Issues

Please be aware of a fraudulent version of IJME that was created by nefarious actors. Their website is https://ijmejournal.org/ijme/index.php/ijme.html (no "-" between "ijme" and "journal"). They are scammers who have copied IJME's open access web design and pretend to be us. They charge for printing articles and are not indexed in Scopus or any database. Please do not give them your money. The real IJME (this site) is free and our publications are peer-reviewed and indexed in many academic data bases, including Scopus, where IJME is ranked in the 90th percentile of journals in Cultural Studies and in the 57th percentile in Education (2023). These measures are available at Scopus.com. Please note that the real IJME is included in the Directory of Open Access Journals (DOAJ).