International Journal of Multicultural Education

Wearing Meaning

2025-12-15T09:41:19+00:00

This instrumental case study explores how a sixteen-year-old American Muslim girl of Indian descent negotiates the layered meanings of hijab across educational and religious spaces. Drawing on feminist and postcolonial frameworks, the study examines how hijab becomes a site of religious devotion, embodied identity, and negotiated responsibility. Based on interviews, observations, and thematic analysis, the paper highlights four themes: evolving meanings of hijab, dual responsibility of confronting gender inequality and religious bigotry, responsibility to educate others about Islam, and enabling roles of Qur’anic knowledge and women-only spaces. The findings reveal how critical religious literacy and supportive educational contexts empower Muslim girls.

School Permanence Through Migrant Perspectives

2025-08-06T12:16:22+00:00

This article explores the meanings attributed to the school permanence of migrant students from two Chilean state high schools based on the narratives of the students, their families, and diverse education stakeholders. A qualitative phenomenological approach is employed to identify three interpretative categories: permanence as a promise for the future, as a practice sustained over time, and as a relational experience anchored in affective bonds. The findings allow us to understand permanence not merely as statistical data but as a complex experience that shapes migrant trajectories, school relationships, and life projects in highly vulnerable educational contexts.

Asian International Students’ Acculturation Over a Decade

2025-10-20T06:46:16+00:00

Increasing global mobility of students has intensified scholarly interest in the adaptation experiences of Asian international students. This integrative literature review synthesizes studies published between 2015 and 2025 to examine the academic, social, and psychological challenges encountered by Asian international students, proposing a five-part conceptual framework based on these themes. The review also uncovers significant research gaps, including a paucity of region-specific studies or a lack of culturally tailored mental health literacy interventions. Findings provide evidence for future research and institutional strategies to enhance cross-cultural adaptation and ensure equitable support for this diverse student population in global higher education.

Overcoming Barriers to Multicultural Education in Southeast Asia

2025-04-24T19:27:20+00:00

The paper underscores the importance of multicultural education in Southeast Asia, a culturally diverse region. Through a thematic review of selected relevant scholarly literature, the authors identified barriers impeding multicultural education, specifically the lack of diverse representation in the curriculum, prevalent cultural stereotypes and biases, language barriers in multilingual classrooms, and socioeconomic disparities affecting educational access. Additionally, the discussion proposes coping strategies and ongoing initiatives, including curriculum modifications, intercultural training for educators, and the penta helix model's role in cultivating a more inclusive and equitable educational environment in Southeast Asia.

Latina Mothers’ Experiences with Their Young Children’s Inclusive Special Education

2025-06-09T17:36:03+00:00

Early childhood inclusion is widely recognized as a support system in the U.S., but it may be less familiar to Latine families. This study explored Latina mothers’ experiences with early childhood inclusive special education for their children with disabilities in public schools. Using virtual, semi-structured interviews, five caregivers shared their perspectives. Participants identified both the benefits and concerns of inclusive special education for Latine children with disabilities and their families. Findings provide valuable insights for enhancing understanding and acceptance of inclusive education among Latine families, highlighting strategies to sustain and optimize inclusive practices in early childhood settings.

Emotion, Language, and Learning:

2025-12-04T11:40:02+00:00

This study explores how a third-grade teacher implemented culturally responsive social-emotional learning (CR-SEL) to support multilingual learners (MLs). The teacher adapted SEL lessons through an action research self-study to affirm students’ cultural and linguistic identities while promoting emotional well-being and academic engagement. Findings highlight that CR-SEL practices grounded in MLsʻ home languages, cultural values, and community knowledge fostered identity formation, emotional regulation, and deeper engagement. This research offers practical implications for teacher preparation and school-based SEL implementation in linguistically diverse classrooms, particularly in the Hawaiʻi context.

Through Their Eyes

2025-11-25T04:26:02+00:00

Preparing teachers for diverse classrooms remains a central concern in educational research. This qualitative study examines how preservice teachers in Flanders, Belgium experience the ways diversity, equity, and social justice are addressed in their teacher education programs. Drawing on focus groups with 18 preservice teachers and using stimulus materials such as a “cake metaphor” and participant-selected objects, we conducted a thematic analysis of coursework and internship experiences. Findings highlight differences in how diversity is integrated across programs and underscore the importance of structured reflection and community-based placements in supporting more equitable classroom practices.

A Warning about the Predatory, Fraudulent Version of IJME

2026-04-09T13:17:57+00:00

The purpose of this essay is to warn IJME readers about the possibility of publishing in predatory, fraudulent journals, using the predatory, fraudulent version of IJME as an example of dishonest publishing practices. This examination is meant to help IJME readers better understand the exploitative intentions of these nefarious entities and to recognize some common features in their communications and websites in order to avoid them. It is emphasized that the ultimate responsibility for publishing in legitimate journals lies with the authors themselves. Due diligence in carefully examining journal websites and publications can help authors evaluate journal credibility.