Announcements

Fraudulent/Predatory Journal Alert

We have learned that a fraudulent entity has copied content from the International Journal of Multicultural Education (IJME) open journal system and is purporting to be IJME. This fraudulent journal is predatory in that it charges a substantial publication fee, does not index “published” articles, and does not require blind peer review.

This false journal is using the contact information editor@ijmejournal.org and Whatsapp: +1 605-824-1953 [sic]. Messages originated from these addresses are fraudulent and may include requests to submit articles as well as promises to quickly publish submissions using an expedited peer review.

We are taking steps to neutralize this predatory entity.

Be assured that the genuine IJME is free, relies on blind peer review, and remains open access with the mission of being an accessible, high quality, peer-reviewed, and reputable journal with a 25 year history. IJME’s official website remains https://ijme-journal.org/index.php/ijme/index and we use the email address: ijmecontact@gmail.com. Fraudulent/predatory journals are becoming more prevalent, particular those with an international focus and audience. Please assess journal websites carefully before submitting your work and use extreme caution if your paper has been accepted with minimal peer review and/or you are being asked to pay a fee to the journal.

• 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 Read more about 4-Trans Special Issue