Journal Contents: International Journal of Bias, Identity and Diversities in Education (IJBIDE)

Volume 4 (2019)
Issue 1
Towards Educational Heterotopology?
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Yongjian Li (Renmin University of China, Beijing, China & University of Helsinki, Helsinki, Finland)
Special Issue on Identity, Bias and Diversity Behind Bars: Overcoming Barriers to Education for Incarcerated Students
Guest Editorial Preface
Helen Farley (University of Southern Queensland, Toowoomba, Australia), Marcus K. Harmes (University of Southern Queensland, Toowoomba, Australia), Anne Pike (The Open University, Milton Keynes, UK)
Article 1
Beyond Incarcerated Identities: Identity, Bias and Barriers to Higher Education in Australian Prisons (pages 1-16)
Marcus K. Harmes (University of Southern Queensland, Toowoomba, Australia), Susan Hopkins (University of Southern Queensland, Ipswitch, Australia), Helen Farley (University of Southern Queensland, Toowoomba, Australia)
Article 2
Incarcerated Students, the Technological Divide and the Challenges in Tertiary Education Delivery (pages 17-34)
Lorna Barrow (Macquarie University, Sydney, Australia), Trudy Ambler (Macquarie University, Sydney, Australia), Matthew Bailey (Macquarie University, Sydney, Australia), Andrew McKinnon (Macquarie University, Sydney, Australia)
Article 3
Identity, Hard Sums and Butterflies (pages 35-47)
Catherine Byrne (School of Multidisciplinary Technologies, Dublin Institute of Technology, Dublin, Ireland), Brian Bowe (College of Engineering and Built Environment, Dublin Institute of Technology, Dublin, Ireland), Michael Carr (School of Multidisciplinary Technologies, Dublin Institute of Technology, Dublin, Ireland)
Article 4
Transformative Learning: Positive Identity Through Prison-Based Higher Education in England and Wales (pages 48-65)
Anne Pike (The Open University, Milton Keynes, UK), Susan Hopkins (University of Southern Queensland, Ipswich, Australia)
Article 5
Building Bridges Across Diversity: Utilising the Inside-Out Prison Exchange Programme to Promote an Egalitarian Higher Education Community within Three English Prisons (pages 66-81)
Hannah King (Durham University, Durham, UK), Fiona Measham (Durham University, Durham, UK), Kate O'Brien (Durham University, Durham, UK)
Article 6
Inside Out Literacies: Literacy Learning with a Peer-Led Prison Reading Scheme (pages 82-99)
Alex Kendall (Birmingham City University, Birmingham, UK), Thomas Hopkins (Birmingham City University, Birmingham, UK)
Article 7
The Role of Education and NGOs in the Reintegration of Inmates in Hungary (pages 100-112)
Márta Miklósi (University of Debrecen, Debrecen, Hungary), Erika Juhász (University of Debrecen, Debrecen, Hungary)
Article 8
Responding to the Needs of Prisoners with Learning Difficulties in Australia (pages 113-121)
Jason Skues (Faculty of Health, Arts, and Design, Swinburne University of Technology, Melbourne, Australia), Jeffrey Pfeifer (Swinburne University of Technology, Melbourne, Australia), Alfie Oliva (Corrections Victoria, Melbourne, Australia), Lisa Wise (Faculty of Health, Arts, and Design, Swinburne University of Technology, Melbourne, Australia)
Article 9
Prisoners' Basic Skills and Subsequent Education Involvement: An Analysis of Individualised Learner Records Data in England (pages 122-137)
Olga Cara (Centre for Education in the Criminal Justice System, UCL Institute of Education, London, UK), Brian Creese (Centre for Education in the Criminal Justice System, UCL Institute of Education, London, UK)
Issue 2
‘DE-MUFFLING' VOICES IN EDUCATION
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Heidi Johanna Layne (Nanyang Technological University/ National Institute of Education, Singapore), Ashley Simpson (Shanghai University of Finance and Economics, Shanghai, China)
Article 1
Voices in the Desert: Black Women Faculty in the American Southwest (pages 1-13)
Xeturah M Woodley (New Mexico State University, Las Cruces, USA)
Article 2
“Struggle” for Trust – Unintended Consequences of an “Integration Project” (pages 14-27)
Markéta Levínská (Faculty of Education, University of Hradec Králové, Hradec Králové, Czech Republic), David Doubek (Departement of Psychology, Faculty of Education, Charles University, Prague, Czech Republic)
Article 3
Teachers' Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach (pages 28-42)
Petra Daryai-Hansen (University of Copenhagen, Copenhagen, Denmark), Samúel Lefever (University of Iceland, Reykjavik, Iceland), Inta Rimšāne (Rezekne Academy of Technologies, Rēzekne, Latvia)
Article 4
Signs of Plurilingualism: Current Plurilingual Countermoves in Danish Higher Education (pages 43-58)
Petra Daryai-Hansen (University of Copenhagen, Copenhagen, Denmark), Marta Kirilova (University of Copenhagen, Copenhagen, Denmark)
Article 5
“Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy (pages 59-73)
Ismael Louber (University of Hail, Ha'il, Saudi Arabia), Salah Troudi (University of Exeter, Exeter, UK)
Volume 3 (2018)
Issue 1
Beyond the Slippery Slope of a-Politicised Linguistic Diversity
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Yongjian Li (Renmin University of China, Beijing, China & University of Helsinki, Helsinki, Finland)
Special Issue on Developing Language Awareness Through a Pluralistic Approach: The Case of the Baltic and Nordic Countries
Guest Editorial Preface
Petra Daryai-Hansen (University of Copenhagen, Copenhagen, Denmark), Heidi Layne (National Institute of Education/NTU, Singapore), Elisa Tonello (Roskilde University, Roskilde, Denmark)
Article 1
Additive Language Pedagogy: Aligning a Learner-Centered Approach with Student Diversity (pages 1-9)
Anne Holmen (University of Copenhagen, Copenhagen, Denmark)
Article 2
1997-2017: Twenty Years of Innovation and Research about Awakening to Languages-Evlang Heritage (pages 10-21)
Michel Candelier (Le Mans Université, Le Mans, France), Martine Kervran (Université de Brest, Brest, France)
Article 3
Metalanguaging Matters: Multilingual Children Engaging with “The Meta” (pages 22-39)
Helle Pia Laursen (Aarhus University, Aarhus, Denmark), Line Møller Daugaard (VIA University College, Aarhus, Denmark), Uffe Ladegaard (University College Lillebaelt, Jelling, Denmark), Winnie Østergaard (University College North Jutland, Aalborg, Denmark), Birgit Orluf (University College Lillebaelt, Odense, Denmark), Lone Wulff (University College Capital, Copenhagen, Denmark)
Article 4
Thinking Language Awareness at a Science Centre: Ipads, Science, and Early Literacy Development with Multilingual Kindergarten Children in Canada (pages 40-63)
Danièle Moore (Faculty of Education, Simon Fraser University, Burnaby, Canada), Maureen Hoskyn (Simon Fraser University, Burnaby, Canada), Jacqueline K. Mayo (Science World, Vancouver, Canada)
Issue 2
Social Justice is Not Somebody Else's Concern!
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Yongjian Li (Renmin University of China, Beijing, China & University of Helsinki, Helsinki, Finland)
Article 1
Perspectives on Equity, Inclusion, and Social Justice in Education in Four Nordic Countries (pages 1-14)
Hanna Ragnarsdóttir (School of Education, University of Iceland, Reykjavik, Iceland)
Article 2
Students of Vietnamese Heritage: What are Their Academic Experiences in Icelandic Upper Secondary Schools? (pages 15-30)
Anh-Dao Tran (School of Education, University of Iceland, Reykjavik, Iceland), Hanna Ragnarsdottir (School of Education, University of Iceland, Reykjavik, Iceland)
Article 3
Student-Teachers Reflecting on Student Diversity in Schools and Their Future Role as Teachers (pages 31-44)
Hermína Gunnþórsdóttir (University of Akureyri, Akureyri, Iceland)
Article 4
Community of Inquiry: Research-Based Learning for Inclusive Practice (pages 45-59)
Benjamin Brass (Koblenz-Landau University, Koblenz, Germany), Heike de Boer (Koblenz-Landau University, Koblenz, Germany)
Article 5
Language Hierarchisations and Dehierarchisations: Nordic Parents' Views Towards Language Awareness Activities (pages 60-76)
Petra Daryai-Hansen (University of Copenhagen, Copenhagen, Denmark), Heidi Johanna Layne (National Institute of Education/NTU, Singapore), Samúel Lefever (University of Iceland, Reykjavik, Iceland)
Article 6
Democracy as Othering Within Finnish Education (pages 77-93)
Ashley Simpson (University of Helsinki, Helsinki, Finland)
Volume 2 (2017)
Issue 1
Preface
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Julie Byrd Clark (Western University, London, Canada)
Article 2
Global Awareness Interest of College Students (pages 13-26)
Sadan Kulturel-Konak (Penn State Berks, Reading, PA, USA), Abdullah Konak (Penn State Berks, Reading, PA, USA), Mary Lou D'Allegro (Siena College, Loudonville, NY, USA)
Article 3
Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program (pages 27-39)
Emmanuel Fokides (University of the Aegean, Rhodes, Greece)
Article 4
Different Experiences and Perceptions of Campus Climate Among Minority Students at a Predominantly White Institution (pages 40-56)
Lucila Telles Rudge (University of Montana, Missoula, MT, USA)
Issue 2
Preface
Editorial Preface
Fred Dervin (Department of Teacher Education, University of Helsinki, Helsinki, Finland)
Article 1
Visual Representation of Whiteness in Beginning Level German Textbooks (pages 1-12)
Silja Weber (Department of Germanic Studies, Indiana University Bloomington, USA)
Article 2
Finnish Education: An Ambiguous Utopia? (pages 13-28)
Tuija Itkonen (Department of Teacher Education, University of Helsinki, Helsinki, Finland), Fred Dervin (Department of Teacher Education, University of Helsinki, Helsinki, Finland), Mirja-Tytti Talib (Department of Teacher Education, University of Helsinki, Helsinki, Finland)
Article 4
Multilingualism, Identities and Language Hegemony: A Case Study of Five Ethnic Minority Students in China (pages 42-56)
Jing Li (Simon Fraser University, Burnaby, Canada & Southwest Forestry University, Kunming, China), Danièle Moore (Faculty of Education, Simon Fraser University, Burnaby, Canada)
Volume 1 (2016)
Issue 1
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia), Julie Byrd Clark (Western University, London, Ontario, Canada)
Article 1
Heritage, Identity, and Learning at Stake: Marginalization in a Diverse Spanish Class (pages 1-12)
Elizabeth Goulette (Georgia State University, Atlanta, GA, USA)
Article 2
Analytical and Methodological Considerations for the Use of Social Categories in Identity Research (pages 13-27)
Saija Benjamin (University of Helsinki, Helsinki, Finland), Arniika Kuusisto (University of Helsinki, Helsinki, Finland)
Article 3
The Subjective Side of Success: Children's Stories of a Good Life (pages 28-41)
Heidi Johanna Layne (University of Helsinki, Helsinki, Finland), Edda Óskarsdóttir (University of Iceland, Reykjavik, Iceland), Hanna Niittymäki (Peace Education Institute, Helsinki, Finland)
Article 4
French Immersion “So Why Would You do Something Like That to a Child?”: Issues of Advocacy, Accessibility, and Inclusion (pages 42-58)
Renée Christine Bourgoin (University of New Brunswick, Fredericton, New Brunswick, Canada)
Issue 2
Special Issue on Intercultural Competence…: Again?
Editorial Preface
Fred Dervin (University of Helsinki, Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia)
Article 1
Revisiting Intercultural Competence: Small Culture Formation on the Go through Threads of Experience (pages 1-14)
Adrian Holliday (Canterbury Christ Church University, Canterbury, UK)
Article 2
Reflections of Own Vs. Other Culture: Considerations of the ICC Model (pages 15-28)
Eiko Gyogi (Akita International University, Akita, Japan & SOAS, University of London, London, UK), Vivian Lee (Hankuk University of Foreign Studies, Seoul, South Korea)
Article 3
Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness' (pages 29-38)
Susan Oguro (University of Technology Sydney, Sydney, Australia), Angela Giovanangeli (University of Technology Sydney, Sydney, Australia)
Article 4
Deconstructing Cultural Stereotypes to Improve International Students' Interculturality: A Short-term Experimental Approach in a Malaysian Pre-France Programme (pages 39-52)
Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia), Atafia Azzouz (Universiti Kuala Lumpur, Kuala Lumpur, Malaysia)
Article 5
Negotiating Beyond an Essentialised Culture Model: The Use and Abuse of Cultural Distance Models in International Management Studies (pages 53-66)
Michael Jeive (University of Applied Sciences and Arts Northwestern Switzerland, Olten, Switzerland)
Article 6
EAL in Public Schools in British Columbia: Reconsidering Policies and Practices in Light of Fraser's Social Justice Model (pages 67-81)
Roumiana Ilieva (Faculty of Education, Simon Fraser University, Burnaby, Canada)
Article 7
Reconceptualising Higher Education: Critical Challenges in Australia (pages 82-95)
Xianlin Song (University of Western Australia, Perth, Australia), Greg McCarthy (University of Western Australia, Perth, Australia)