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 covered by several international indexes and databases such as ESCI (Clarivate Analytics), Scopus, ERIC, and Ebscohost. According to ESCI, IJME is placed in the first two quartiles of 562 globally select education journals. According to SJR (Scientific Journal Rank), IJME is ranked in the first quartile in Cultural Studies and Anthropology journals and the second quartile in Education and Social sciences journals. The journal has a readership of more than 23,000, an acceptance rate of 7-8%, and an SJR impact factor of .47 in 2021. Learn more about the journal’s rankings here: https://www.scimagojr.com/journalsearch.php?q=21100202940&tip=sid&clean=0

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.


Current Issue

Vol. 24 No. 3 (2022): Open Issue
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