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
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.
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
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.
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.)
IGI Global holds its journals to the highest ethical practices.
View Full Editorial PolicyAs 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
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.
All inquiries regarding IJBIDE 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.comAll manuscript submissions to IJBIDE should be sent through the "E-Editorial DiscoveryTM" online submission system.
Editorial Office
701 E. Chocolate Ave.
Hershey, PA 17033, USA
717-533-8845 x100
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.