Call for Special Issue Submissions

2023-04-14

 Mapping in Multicultural Education

Special Issue

Mapping as an approach to pedagogy, research, and methodology has flourished in the past decade, especially in the fields of critical geography, education, and qualitative research. Mapping can be utilized through common pedagogical tools like concept mapping and flow charts to the more complex and theorized approaches of educational journey mapping (Annamma 2016, 2018), counterstory mapping (Dyke et al., 2020), and critical qualitative research (Marx, 2022). The varied approaches to mapping research show that there is no singular application and that there are myriad, creative possibilities.

This special issue of IJME seeks to highlight robust, creative uses of mapping in pedagogy, methodology, and other aspects of research in the field of multicultural education. Applications of mapping as a tool to promote educational equity through visual representations of cultural connections and collectivity are encouraged. Mapping can be used as a pedagogical tool in multicultural settings, as a way of gathering data, and/or as an approach to methodology or data analysis. Ideas for paper submissions include, but are not limited to, the following:

  • Mapping as a way to showcase cultural strengths and connections within and across historically targeted communities.
  • Applications of mapping that enhance the conceptualization of intersectional cultural identities.
  • Mapping activities as ways to highlight and elevate underrepresented, diverse voices in education.
  • Mapping activities as ways to promote equity and access in educational settings.
  • Mapping activities as reflective self-studies of teachers and/or students in multicultural settings and/or contexts.
  • Mapping as a way to explore connections and interactions between students, teachers, administrators, families, and communities.
  • Approaches to journey mapping, asset mapping, concept mapping, geographical information systems, social network analysis, identity mapping, cartographies, etc., in multicultural contexts.
  • Theoretical and conceptual approaches to mapping in educational research and practice.

Guided by the above description, the International Journal of Multicultural Education (IJME) welcomes scholars to read the guidelines stated below and submit manuscripts that offer research findings based on original studies employing predominantly qualitative methodologies; innovative qualitative methodologies; pedagogical reflections; literature reviews; and theoretical pieces utilizing and/or examining mapping.

IJME Submission Guidelines

  1. Register first with the IJME (www.ijme-journal.org) if you are not a registered user. Please ensure that you have checked the “author” option in your profile.
  2. Follow the IJME submission guidelines (https://ijme-journal.org/index.php/ijme/about/submissions) available from the website. Use the article template when preparing your manuscript (https://tinyurl.com/IJME-Template). Manuscripts not following the submission guidelines will not be reviewed.
  3. Submit your manuscript directly to the website. In addition, submit the author ethical checklist (https://tinyurl.com/5n99pn82) as a separate supplementary document and complete the metadata of your manuscript, as instructed in the journal’s submission webpage, by July 30, 2023.

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 multicultural education mission of IJME.
  2. Manuscripts should not have been previously published in another journal, nor 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. Next, 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. July 30, 2023: Manuscript Submission Deadline
  2. September 30, 2023: Revision Request Decision by Special Issue Editors
  3. October 30, 2023: Author Revision Deadline
  4. December 30: Final Acceptance Decision
  5. April, 2024: Publication of the Special Issue

 

A Brief Introduction to IJME

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

For questions and late submission, please contact the Guest Editors:

  • Noah Borrero, neborrero@usfca.edu
  • Christine J. Yeh, cjyeh@usfca.edu

 

References

Annamma, S.A., 2016. Disrupting the Carceral State Through Education Journey Mapping. International Journal of Qualitative Studies in Education, 29 (9), 1210–1230. doi:10.1080/09518398.2016.1214297

Annamma, S.A., 2018. Mapping Consequential Geographies in the Carceral State: Education Journey Mapping as a Qualitative Method with Girls of Color with Dis/abilities. Qualitative Inquiry, 24 (1), 20–34. doi:10.1177/1077800417728962

Dyke, E.L., El Sabbagh, J., and Dyke, K., 2020. “Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities. International Journal of Multicultural Education, 22 (2), 30–45. doi:10.18251/ijme.v22i2.2445

Marx, S. 2022. Mapping as Critical Qualitative Research Methodology. International Journal of Research and Method in Education. doi:10.1080/1743727X.2022.2110231