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

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

This journal will be converting from Hybrid Open Access to full Gold Open Access on January 1, 2023. All article manuscripts submitted September 1, 2022 onward will be processed through as open access submissions in preparation for the 2023 conversion.
Editors-in-Chief: Fred Dervin (University of Helsinki, Finland), Heidi Johanna Layne (Nanyang Technological University/ National Institute of Education, Singapore) and Ashley Simpson (The University of Edinburgh, UK)
Published: Continuous Volume |Established: 2016
ISSN: 2379-7363|EISSN: 2379-7355|DOI: 10.4018/IJBIDE
Journal Metrics
Submission to Acceptance: Approx. 20 - 24 Weeks
Acceptance to Publication: Approx. 16 - 20 Weeks
Acceptance Rate: 24%
Description & Scope
Description:
The International Journal of Bias, Identity and Diversities in Education (IJBIDE) investigates critically the positioning of diverse individuals in formal and informal contexts of education – from kindergarten to adult education, but also lifelong learning. Diversities here refer to different... Show More
Mission & Scope:
The International Journal of Bias, Identity and Diversities in Education (IJBIDE) is an authoritative source and information outlet for researchers, practitioners and policy makers to examine and discuss the positioning of diversities in formal and informal education. This journal promotes a global vision and dialogue around the perception, treatment and empowerment of diverse individuals in... Show More
Coverage:
  • Academic and student mobility and diversities
  • Assessment, evaluation and diversities
  • Bullying, bias, segregation and discrimination in education
  • Diversities and digital educational technologies
  • Diversities and informal learning
  • Diversities and multilingual education
  • Diversities within a school system
  • Forms of discrimination and segregation in education
  • History of diversities in education
  • Inclusive education and diversities
  • Interactions between and integration of students of diverse backgrounds
  • Links between ‘home’ and school in relation to diversities (parents)
  • Media representations of diversities in education
  • Methods or methodologies/conceptual approaches and researching diversities
  • Multimodality and diversities
  • Perception and integration of the ‘foreigner’ in education
  • Place/space and diversities
  • Reflexivity and/or critical awareness around diversities in education
  • Role and place of diversities in education policies
  • Role and place of teachers of diverse backgrounds
  • School choices and diversities
  • Social action and diversities
  • Social processes and diversification/differentiation
  • Teaching about diversities (intercultural/global competence)
  • Teaching material and diversities
  • The commodification or processes of commodifying of diversities in education
  • The impact of globalization on diversities
  • The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)
Editorial Board

Editorial Board

Editor-in-Chief Emeritus
Regis Machart, Universiti Putra Malaysia, Malaysia
Associate Editors
Danièle Moore, Simon Fraser University, Canada
Hanna Ragnarsdóttir, University of Iceland, Iceland
Nathalie Auger, Université de Montpellier, France, France
Patrick Danaher, University of Southern Queensland, Australia
Phyllis Ngai, The University of Montana-Missoula, United States
Prue Holmes, Durham University, United Kingdom
Virginie Trémion, Catholic University of Paris, France
Zhu Hua, Birbeck College, London University, United Kingdom
Editorial Review Board
Adrian Holliday, Canterbury Christ Church University, United Kingdom
Alan Wolf, University of East Anglia, United Kingdom
Albin Wagener, University of Angers, France
Anna de Fina, Georgetown University, United States
Anthony Welch, University of Sydney, Australia
Antoinette Gagné, OISE, Canada
Arniika Kuusisto, University of Helsinki, Finland
Arto Kallioniemi, University of Helsinki, Finland
C. K. Raju, Albukhary International University, Malaysia
Catherine Gomes, RMIT University, Australia
Celeste Kinginger, Penn State University, United States
Celeste Yuen, Hong Kong Institution of Education, Hong Kong
Christian Chun, University of Hong Kong, Hong Kong
Christian Horst, Aarhus University, Denmark
David Hoffman, University of Jyväskylä, Finland
Elina Lehtomäki, University of Jyväskylä, Finland
Etta Kralovec, The University of Arizona, United States
Eve Haque, York University, Canada
Francesca Gobbo, University of Turin, Italy
Gillian Skyrme, Massey University, New Zealand
Giuliana Ferri, The University of West London, United Kingdom
Gunilla Holm, University of Helsinki, Finland
Hanna Posti-Ahokas, University of Helsinki, Finland
Hasan Arslan, Canakkale Onsekiz Mart University, Turkey
Jane Jackson, The Chinese University of Hong Kong, Hong Kong
Jo Angouri, University of Warwick, United Kingdom
John Preston, University of East London, United Kingdom
Kai Yu, Beijing Central University, China
Karen Risager, Roskilde University, Denmark
Kenneth Cushner, Kent State University, United States
Kirsi Tirri, University of Helsinki, Finland
Kristiina Brunila, University of Helsinki, Finland
Leena Andonov, University of Helsinki, Finland
Marianne Teräs, Stockholm University, Sweden
Marie-José Barbot, University of Lille, France
Mei Yuit Chan, Universiti Putra Malaysia, Malaysia
Melina Porto, Universidad Nacional de La Plata, Argentina
Michael Singh, University of Western Sydney, Australia
Nasima Hassan, University of East London, United Kingdom
Nektaria Palaiologou, University of Western Macedonia, Greece
Normand Labrie, OISE/University of Toronto, Canada
Oakley Weply, Durham University, United Kingdom
Peidong Yang, Technology University, Singapore
Petra Darya-Hansen, Copenhagen University, Denmark
Pirjo Aunio, University of Helsinki, Finland
Robyn Moloney, Macquarie University, Australia ORCIDhttps://orcid.org/0000-0002-7279-5645
Sharon Bong, Monash University, Malaysia
Soula Mitakidou, Aristotle University of Thessaloniki, Greece
Stefanie Stadler, Nanyang University, Singapore
Sylvie Lamoureux, University of Ottawa, Canada
Terri Kim, University of East London, United Kingdom
Tinghe Jin, IOE, United Kingdom
Valerie Martinez, University of Hong Kong, Hong Kong
Van Mol Christof, Tilburg University, Netherlands
Xiangyun Du, Aalborg University, Denmark
Xianlin Song, University of Western Australia, Australia
Yuzhuo Cai, Tampere University, Finland
Zvi Bekerman, The Hebrew University of Jerusalem, Israel
Editorial Policy
IGI Global holds its journals to the highest ethical practices. View Full Editorial Policy
Latest Articles

As this journal is under the Hybrid Open Access model, authors can choose between Standard (Non-OA) publishing or Open Access publishing. Find the policies for the publishing models below:

  • Standard (Non-OA) Publishing: If the author chooses to publish under the Standard (Non-OA) model, the article will be published under a Green OA model and the copyright of their article will transfer to IGI Global under our Author Warranty and Transfer of Copyright Agreement. However, through Green OA, IGI Global supports a Fair Use Policy, enabling authors to Post the final typeset PDF (which includes the title page, table of contents and other front materials, and the copyright statement) of their chapter or article (NOT THE ENTIRE BOOK OR JOURNAL ISSUE), on the author or editor's secure personal website and/or their university repository site. See the Fair Use Policy for sharing allowances conducive to Green Open Access.
  • Open Access Publishing: If the author choses to publish under OA, the authors receive the Creative Commons Attribution 4.0 International (CC BY 4.0) licensing arrangement. The copyright for the work remains solely with the author(s) of the article. Others may distribute, remix, tweak, and build upon the work, even commercially, without asking prior permission from the publisher or author and so long as they credit the author for the original creation. All authors are required to sign an author's warranty stating that the materials are original and unpublished elsewhere. The journal will not publish any material that has been previously published elsewhere. Learn More

Article Processing Charges
This journal operates under the Hybrid Open Access model, allowing the author to choose between traditional, subscription-based publishing, or Open Access publishing.
Subscription-Based Publishing/Green Open Access: Article manuscripts require no Article Processing Charge (APC) and require authors to transfer the copyright of the manuscript to IGI Global. Manuscripts are published behind a paywall and must be purchased for use. See the Fair Use Policy for sharing allowances conducive to Green Open Access.
Open Access Publishing: Article manuscripts receive the Creative Commons Attribution 4.0 International (CC BY 4.0) licensing arrangement. The copyright for the work remains solely with the author(s) of the article. Others may distribute, remix, tweak, and build upon the work, even commercially, without asking prior permission from the publisher or author and so long as they credit the author for the original creation. A one-time Article Processing Charge (APC) of US $2,300 must be paid AFTER the manuscript has gone through the full double-blind peer review process and the Editor(s)-in-Chief at his/her/their full discretion has decided to accept the manuscript based on the results of the double-blind peer review process. Learn more about APCs here.
Open Access Funding: IGI Global recognizes that many researchers may not know where to begin when searching for OA funding opportunities. IGI Global recently launched an Open Access Funding Resources page for researchers to browse. This page provides a comprehensive list of OA funding sources available for researchers to secure funds for their various OA publications.
Archiving
All of IGI Global’s content is archived via the CLOCKSS and LOCKSS initiative.
Contact
Fred Dervin
Heidi Layne
Ashley Simpson
Editors-in-Chief
International Journal of Bias, Identity and Diversities in Education (IJBIDE)
Email: ijbid.education@gmail.com

All manuscript submissions to IJBIDE should be sent through the "E-Editorial DiscoveryTM" online submission system.

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