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

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

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: Semi-Annually |Established: 2016
ISSN: 2379-7363|EISSN: 2379-7355|DOI: 10.4018/IJBIDE
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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 identity markers such as ethnicity, religion, gender, social class, disabilities and language. IJBIDE is clearly positioned within a non-essentialist, non-culturalist perspective. IJBIDE also aims to promote original research methods by linking up macro- and micro-approaches. The journal is fully blind peer reviewed by the best experts in the field and publishes empirical and conceptual research and case studies from around the world.

Topics Covered

  • 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.)

Mission and 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 education – from students to teachers. IJBIDE is interdisciplinary and welcomes input from fields such as anthropology, sociology, cultural studies and applied linguistics.

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming
Volume 7: 2 Issues (2022): Forthcoming, Available for Pre-Order
Volume 6: 2 Issues (2021): Forthcoming, Available for Pre-Order
Volume 5: 2 Issues (2020)
Volume 4: 2 Issues (2019)
Volume 3: 2 Issues (2018)
Volume 2: 2 Issues (2017)
Volume 1: 2 Issues (2016)
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Indices

Editor(s)-in-Chief Biography

Fred Dervin
Fred Dervin (PhD, PGCE, FRSA, FRAI) is Professor of Multicultural Education at the University of Helsinki (Finland). Dervin also holds other professorships in Canada, China, Luxembourg and Malaysia.
Heidi Layne is a Research Scientist at the Centre for Research in Child Development in National Institute of Education, Singapore (NIE/NTU). She has gained her PhD in the Philosophy of Education from the University of Helsinki, Finland. Her background is in social context of education, multicultural education, teacher education, early childhood education and qualitative research methods. Currently, she is leading a research project on Understanding the Effects of Child Support Model: Experiences of Children and Families from Low Income Background in Singapore. In addition, she is involved in a project on developing teachers’ professional development resources in the context of early childhood education in Singapore, as well on a research project on understanding the diversities in education in Singapore.
Dr. Ashley Simpson, is a Lecturer in Language Education at The University of Edinburgh, UK. He specializes in Intercultural Education, Intercultural Communication and Critical approaches to the study of Democracy and Human Rights in Education.

Editorial Board

Editor-in-Chief Emeritus
Regis Machart, Universiti Putra Malaysia, Malaysia
Associate Editors
Danièle Moore, Simon Fraser University, Canada, Canada
Hanna Ragnarsdóttir, University of Iceland, Iceland, Iceland
Nathalie Auger, Université de Montpellier, 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 University, United Kingdom
Editorial Review Board
Adrian Holliday, Canterbury Christ Church University, United Kingdom, 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, 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
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

Submission

Prospective authors should note that only original and previously unpublished article manuscripts will be considered. Interested authors must consult the Journal Guidelines for Manuscript Submission at https://www.igi-global.com/publish/contributor-resources/journal-guidelines-for-submission/?titleid=125026 PRIOR to submission. Any further questions may be answered at https://www.igi-global.com/publish/contributor-resources/before-you-write/. All article manuscript submissions will be forwarded to at least three members of the editorial review board of the journal for a double-blind peer review. The final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers.

All inquiries should be directed to the attention of:

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.