multicultural education journal

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Multicultural Education

Multicultural Education is an international peer-reviewed journal published periodically by International Journal Documentation & Research Institute (IJDRI) . Multicultural Education seeks a reassessment of all the human and social sciences. The need for interdisciplinary approaches as a key to reinvigorating and integrating both teaching and learning is increasingly recognized in the academy. It is becoming increasingly clear that research is interdisciplinary. Our Journal is interested to promote interdisciplinary research in the world, to promote the exchange of idea, and to bring together researchers and academics from all the countries.

e- ISSN : 1064-678X

p-ISSN : 1068-3844 , 10161844

Welcomes research papers in Education, Economic, Law, Religion, Political And Social Concerns And Promotes The Theory And Practice Of Learning And Development In Social Sciences and Other Material On All Aspects Of Nutrition And Metabolism Research Vocational And Technical Education Studies.

The  scope of Multicultural Education  is focused on cognitive research both in topics covered as well as disciplinary perspective:

• Cognitive Research in Education
• Cognitive Pedagogics
• Cognitive Psychology
• Psycholinguistics
• Cognitive Linguistics
• Cognitive Culture Studies
• Cognitive Neurophysiology
• Cognitive Aspects: Sport Culture
• Cognitive Aspects: Methodology of Knowledge
• Text Processing and Cognitive Technologies
• Curriculum Development
• Development of Learning Environment
• Education Administration
• Educational Psychology
• Educational Technology
• Educational Religion
• Elementary Education
• Innovative Pedagogical Models
• Learning Systems Platforms
• Media Education
• Science Education
• Teaching and Learning Technologies
• Educational Legal
• Health Education

Periodicity

Multicultural Education is published times a year in continuously. Upon request we publish also special editions in specific topics on human and social sciences and selected papers presented in international conferences. For starting a Special Edition  go to the link: Special Editions

The call for paper process in our journals is ongoing. You can submit your manuscripts  by email to : editorialme @ijdri.com or [email protected] . However the following deadlines for submissions can be taken into consideration:

* Take into consideration that submission within the deadline do not guarantee the publication in the next edition. The publication depends from the time required to complete the review process.

Peer Review Process

All received manuscripts will be submitted to a peer review process. The reviewing process may take 3-4 weeks. Authors will be required to suggest one potential Reviewer for all new manuscript submissions. If due to special circumstances the review process takes longer, authors will be notified by email.

If you have any difficulties, or you have any queries, please contact with Managing Editor via e-mail :

Poorly prepared and unnecessarily lengthy manuscripts have less chance of being accepted.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Contact E-mail: [email protected] or  [email protected]

Journal for Multicultural Education

Issue(s) available: 40 – From Volume: 8 Issue: 1 , to Volume: 17 Issue: 4

• Issue 4 2023
• Issue 3 2023
• Issue 2 2023
• Issue 1 2023
• Issue 5 2022 The Intersections of Open Educational Practices and Equity Pedagogy
• Issue 4 2022
• Issue 3 2022 Preserving Black Lives through Transformative Pedagogies in Education
• Issue 2 2022
• Issue 1 2022 Educational Legacies of the Pandemic
• Issue 4 2021
• Issue 3 2021
• Issue 2 2021
• Issue 1 2021
• Issue 3/4 2020
• Issue 2 2020
• Issue 1 2020
• Issue 4 2019
• Issue 3 2019
• Issue 2 2019
• Issue 1 2019
• Issue 4 2018
• Issue 3 2018
• Issue 2 2018 International perspectives of black male teachers, teacher and school leaders
• Issue 1 2018
• Issue 4 2017
• Issue 3 2017
• Issue 2 2017
• Issue 1 2017
• Issue 4 2016
• Issue 3 2016 PreK-12 Teaching, Matriculation, and Identity Formation in STEM
• Issue 2 2016 Multicultural Perspectives in Science, Technology, Engineering and Mathematics (STEM) in Higher Education
• Issue 1 2016
• Issue 4 2015
• Issue 3 2015 Understandings and applications of resilience pedagogy for inclusive education
• Issue 2 2015
• Issue 1 2015
• Issue 4 2014
• Issue 3 2014 Changing climates of globalisation and informal education
• Issue 2 2014
• Issue 1 2014

Persistent environmental lead exposures disrupting black children’s neurodevelopment and quality of life trajectories: an under-recognized ACE in the hole

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Multiculturalism in the curriculum: a comparative analysis of the Finnish, Irish and Hungarian national core curricula

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“Reimagining education for our dreamchasers”: creating a humanizing education space through culturally relevant teaching for Latin(x) and black elementary students

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Storytelling for understanding: a case study of an English-language digital storytelling service-learning subject for refugee children in Hong Kong

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Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire

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Technology-enhanced language and culture teaching in Chile: the perceptions and practices of in-service EFL teachers

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Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

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Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education

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Language and home-culture integrated online learning curriculum for developing intercultural communicative competence

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From screen to society: second language learners’ cultural adaptation and identity reconstruction in virtual knowledge communities

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the…

Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction

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“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australia

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Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations

This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every…

Left behind but not left alone: testimonies of Black preservice experiences with white cooperating teachers

The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education…

Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 education

This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of…

It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism

The purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism.

New takes on developing intercultural communicative competence: using AI tools in telecollaboration task design and task completion

This paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed…

Toward Black abolition theory within radical abolition studies: upending practices, structures, and epistemes of domination

This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their…

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Multicultural Learning and Teaching

• Online ISSN: 2161-2412
• Type: Journal
• Language: English
• Publisher: De Gruyter
• First published: January 1, 2006
• Publication Frequency: 2 Issues per Year
• Audience: The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication

Multicultural education : Journals

• Bilingual research journal "The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education."
• International journal of multicultural education "International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories."
• Journal for multicultural education
• Journal of diversity in higher education "Journal of Diversity in Higher Education largely publishes empirical research focused on issues related to issues of diversity, equity, and inclusion in post-secondary environments."
• Journal of educational controversy "Welcome to the Journal of Educational Controversy — an interdisciplinary electronic journal of ideas. The purpose of this peer reviewed journal is to provide a national and international forum for examining the dilemmas and controversies that arise in the education of citizens in a pluralistic, democratic society."
• Journal of language, identity, and education The Journal of Language, Identity, and Education is an international forum for original research on the intersections of language, identity, and education in global and local contexts. We are interested in interdisciplinary studies that examine how issues of language impact individual and community identities and intersect with educational practices and policies.
• Journal of multicultural counseling and development "Journal of Multicultural Counseling and Development (JMCD) is concerned with research, theory, and program applications pertinent to multicultural and ethnic minority interests in all areas of counseling and human development."
• Journal of multilingual and multicultural development "The Journal of Multilingual and Multicultural Development is a cross-disciplinary journal for researchers from diverse scholarly and geographical backgrounds. It is concerned with macro-level coverage of topics in the sociology and social psychology of language, and in language and cultural politics, policy, planning and practice."
• Language culture and curriculum " Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation."
• Multicultural education (San Francisco, Calif.) "Provides articles, interviews, promising practices & resources in multicultural education."
• Multicultural learning and teaching "Explores the education of people from diverse multicultural backgrounds in a variety of learning environments, inside and outside the classroom. The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication."
• Multicultural perspectives "Promotes the philosophy of social justices, equity and inclusion. It celebrates cultural and ethnic diversity as a national strength that enriches society."
• Multiple voices for ethnically diverse exceptional learners : a publication of the Division for Culturally and Linguistically Diverse Exceptional Learners :Multiple Voices - Disability, Race, and Language Intersections in Special Education is the official, peer-reviewed journal of the Council for Exceptional Children's Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL). Multiple Voices is published twice a year and welcomes original research articles, conceptual or theoretical pieces, and book reviews that explores equitable educations for youth at the intersection of disability, race, ethnicity, and language."
• Race, ethnicity and education "Race Ethnicity and Education is the leading peer-reviewed journal on racism and race inequality in education. The journal provides a focal point for international scholarship, research and debate by publishing original and challenging research that explores the dynamics of race, racism and ethnicity in education policy, theory and practice. "
• Learning for Justice "Our work has evolved in the last 30 years, from reducing prejudice to tackling systemic injustice."
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• Last Updated: Jun 8, 2023 4:15 PM
• URL: https://guides.library.stanford.edu/multicultural_ed

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Advancing and Advocating for Social Justice & Equity

Since the summer of 1993 the National Association for Multicultural Education has published a quarterly journal, Multicultural Perspectives. Penny Lisi served at as the editor of the NAME journal from January 1998 through January 2018. NAME will always be appreciative for Penny's leadership and long service to NAME and the Multicultural Perspectives. The journal is now edited by Kevin Roxas and Alyssa Hadley Dunn, along with members of the Editorial Committee. NAME members receive the journal as part of their  membership .   All current members have digital access to the journal in the member area of the NAME website. Each edition of Multicultural Perspectives   includes feature articles, reviews, program descriptions, and other pieces by and for multicultural educators and activists around the world.

Features  in  Multicultural Perspectives include:

Advancing the Conversation

Media, Technology and Multicultural Education

Creating Multicultural Classrooms

Personal Perspectives

Reviews of Literature Reviews of Films

Writing for  Multicultural Perspectives

INSTRUCTIONS TO AUTHORS

Please Note: Journal submissions have now moved to an on-line process. Please access Multicultural Perspectives through ScholarOne for submission guidelines and to submit manuscripts.

Multicultural Education

Subject Area and Category

• Cultural Studies
• Linguistics and Language

Caddo Gap Press

Publication type

2005-2013, 2015-2020

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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

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Structural analysis of types of Muslim religious consciousness

Axmed Abdurazakov 1 , Olga Garnaya 2 * , Michael Lebedev 2 and Emzari Yunusov 2

1 Federal State Institution of Additional Professional Education Interregional Training Center of Federal Penitentiary Service of Russia for Moscow Region, Novye Doma settlement, Elektrostal, Moscow Region, 142470, Russian Federation 2 Federal State Institution Research Institute of Federal Penitentiary Service of Russia, Narvskaya str., 15 a, building 1, Moscow, 125130, Russian Federation

* Corresponding author: [email protected]

A separate theoretical and legal study should be devoted to essential features of legal consciousness of Muslims, which will be based on the study of perception of positive law through the prism of Islamic religious and legal doctrine. It is advisable to start the basis of this study with definition of its main structural element - the types of Muslim legal consciousness. Consideration of this issue from the standpoint of natural law will expand the traditional boundaries of theory of modern legal consciousness, open up additional applied and scientific horizons and, using the example of Islam, allow us to consider peculiarities of religious influence on legal consciousness of various categories of citizens. Knowledge of foundations of Muslim law, procedure for formation of moral and social religious attitudes, interpretation of religious canons and dogmas contribute to a better understanding of many processes taking place within Russian Muslim community and can form the basis of mechanism for formation of moral legal consciousness, which must be opposed, in its turn, to radical and criminalized forms of religious consciousness.

© The Authors, published by EDP Sciences, 2021

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About the Journal

Focus and scope.

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 accept submissions of high quality from the global community in the fields of education, anthropology, sociology, cultural studies, and other social sciences.  We do not accept book reviews at this time. Submissions that advance from prescreening will be subject to originality-testing and double-blind peer review.

Peer Review Process

All scholarly submissions (research studies, literature-based articles, and praxis articles) will be initially screened by editors for basic fitness to the scope of the journal and adherence to the journal's submission guidelines. Pre-screened manuscripts undergo double-blind review by at least two qualified reviewers . We strive to provide reviewer feedback within three months; however, a variety of reasons could slow down the process. Since we rely on the gracious pro bono services of professionals and their availability, the editorial team requests authors' patience.

Revision of a manuscript does not guarantee publication. All editorial communication is conducted through the online journal system (OJS) to expedite the publication process. Therefore, it is necessary that authors submit their manuscript directly to the journal site. Authors will be able to follow the progress of their submission in the OJS.

Publication Frequency

IJME publishes three issues annually: Spring issues will be available in April, Summer issues in August, and Fall issues in December (usually a special issue). No submission deadline is applied to open-theme issues. 

To Propose a Special Issue

To propose a special issue as a team of guest editors, please examine the linked document: Call for Special Issue Proposals . 

Open Access Policy

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 licensed under the Creative Commons Attribution Licence ( CC BY-NC ) 4.0, which allows users to freely share and adapt articles on the condition that proper attribution/citation is given and that the material is not used for commercial purposes. Upon publication, users have immediate free access to IJME articles and may read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose.

Indexed Databases

IJME is indexed in databases including, but not limited to, ESCI ,  EBSCOHost , ERIC , Journal Metircs , SCImago Journal and Country Ranking (SJR) , Google Scholar , and Scopus . Our ISSN is 1934-5267. IJME is included in the Directory of Open Access Journals (DOAJ) .

IJME is sponsored by  Yonsei University's Institute for Educational Research in South Korea.

Sources of Support

IJME expresses sincere appreciation to  Eastern University  where Dr. Heewon Chang, Editor-in-Chief, has held a faculty position in  PhD in Organizational Leadership  and M.Ed. in Multicultural Education for having provided partial financial and in-kind support to the operation of  Electronic Maganize of Multicultural Education (1999-2006) and  International Journal of Multicultural Education (2007-present). In addition, IJME acknowledges co-sponsorship with  Yonsei University 's  Department of Education for their partial financial and personnel support since 2015.  The support of these two universities and the volunteer service of editors, authors, and reviewers from the global community have sustained EMME and IJME since 1999.  IJME is an open-access scholarly journal that espouses the mission of freely sharing high quality scholarly content with global users. 

Journal History

As the successor of EMME (Electronic Magazine of Multicultural Education), IJME published two issues annually between 2007 and 2012. Since 2013, IJME publishes three issues annually including one special issue.  Full texts of all articles in the PDF format are available freely from the journal site. This journal espouses the philosophy of the open-access movement, enabling the readers of the world to access the content of the journal regardless of their affiliation with higher learning institutions or ability to pay for subscription. The generous support of Eastern University, Yonsei University, and volunteer hours of editors, authors, and reviewers make this open-access project possible. (Note: Archived articles of EMME are available HERE .)

Developed By

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• For Authors
• For Librarians

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announcements

IJME is a peer-reviewed, open access journal that is  free to authors and readers. 

International Journal of Multicultural Education

International Journal of Multicultural Education (IJME) is a 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 accept submissions of high quality papers from the global community in the fields of education, anthropology, sociology, cultural studies, and other social sciences.  We do not accept book reviews at this time.

Peer Review Process

All scholarly submissions (research studies, literature-based articles, and praxis articles) will be initially screened by editors for basic fitness to the scope of the journal and adherence to the journal's submission guidelines. Pre-screened manuscripts undergo double-blind review by at least two qualified reviewers. We strive to provide reviewer feedback within three months; however, a variety of reasons could slow down the process. Since we rely on the gracious pro bono services of professionals and their availability, the editorial team requests authors' patience.

Revision of a manuscript does not guarantee publication. All editorial communication is conducted through the online journal system (OJS) to expedite the publication process. Therefore, it is necessary that authors submit their manuscript directly to the journal site. Authors will be able to follow the progress of their submission in the OJS.

Publication Frequency

IJME publishes three issues annually: Spring issues will be available in April, Summer issues in August, and Fall issues in December (usually a special issue). No submission deadline is applied to open-theme issues. 

To Propose a Special Issue

To propose a special issue as a team of guest editors, please send your proposal to [email protected] .

Open Access Policy

This journal 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.

Indexed Databases

IJME is indexed in databases including, but not limited to, ESCI ,  EBSCOHost , ERIC, Journal Metircs , SCImago Journal and Country Ranking (SJR) , and Scopus .

Sources of Support

IJME expresses sincere appreciation to  Eastern University  for having provided partial financial and in-kind support to the operation of  Electronic Maganize of Multicultural Education (1999-2006) and  International Journal of Multicultural Education (2007-present). In addition, IJME acknowledges co-sponsorship with  Yonsei University 's  Department of Education  for their partial financial and personnel support since 2015.   The support of these two universities and the volunteer service of editors, authors, and reviewers from the global community have sustained EMME and IJME since 1999.  open-access scholarly journals that espouse the mission of freely sharing high quality scholarly content with global users. 

Journal History

As the successor of EMME (Electronic Magazine of Multicultural Education), IJME published two issues annually between 2007 and 2012. Since 2013, IJME publishes three issues annually including one special issue.  Full texts of all articles in the PDF format are available freely from the journal site. This journal espouses the philosophy of the open-access movement, enabling the readers of the world to access the content of the journal regardless of their affiliation with higher learning institutions or ability to pay for subscription. The generous support of Eastern University, Yonsei University, and volunteer hours of editors, authors, and reviewers make this open-access project possible.

Developed By

Information.

• For Reviewers
• For Authors
• For Librarians

Make a Submission

Part of the PKP Publishing Services Network

Developing ash-free high-strength spherical carbon catalyst supports

• Domestic Catalysts
• Published: 28 June 2013
• Volume 5 , pages 156–163, ( 2013 )

Cite this article

• V. V. Gur’yanov 1 ,
• V. M. Mukhin 1 &
• A. A. Kurilkin 1  

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The possibility of using furfurol for the production of ash-free high-strength active carbons with spheroidal particles as adsorbents and catalyst supports is substantiated. A single-stage process that incorporates the resinification of furfurol, the molding of a spherical product, and its hardening while allowing the process cycle time and the cost of equipment to be reduced is developed. Derivatographic, X-ray diffraction, mercury porometric, and adsorption studies of the carbonization of the molded spherical product are performed to characterize the development of the primary and porous structures of carbon residues. Ash-free active carbons with spheroidal particles, a full volume of sorbing micro- and mesopores (up to 1.50 cm 3 /g), and a uniquely high mechanical strength (its abrasion rate is three orders of magnitude lower than that of industrial active carbons) are obtained via the vapor-gas activation of a carbonized product. The obtained active carbons are superior to all known foreign and domestic analogues and are promising for the production of catalysts that operate under severe regimes, i.e., in moving and fluidized beds.

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Original Russian Text © V.V. Gur’yanov, V.M. Mukhin, A.A. Kurilkin, 2013, published in Kataliz v Promyshlennosti.

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Gur’yanov, V.V., Mukhin, V.M. & Kurilkin, A.A. Developing ash-free high-strength spherical carbon catalyst supports. Catal. Ind. 5 , 156–163 (2013). https://doi.org/10.1134/S2070050413020062

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Received : 08 December 2011

Published : 28 June 2013

Issue Date : April 2013

DOI : https://doi.org/10.1134/S2070050413020062

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