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
Open Access Articles: Forthcoming
Volume 7: 2 Issues (2022): 0 Released, 2 Forthcoming
Volume 7: 2 Issues (2022): Forthcoming, Available for Pre-Order
Volume 6: 2 Issues (2021): 0 Released, 2 Forthcoming
Volume 6: 2 Issues (2021): Forthcoming, Available for Pre-Order
Volume 5: 2 Issues (2020)
Volume 5: 2 Issues (2020): Forthcoming, Available for Pre-Order
Volume 4: 2 Issues (2019)
Volume 4: 2 Issues (2019): Forthcoming, Available for Pre-Order
Volume 3: 2 Issues (2018)
Volume 3: 2 Issues (2018): Forthcoming, Available for Pre-Order
Volume 2: 2 Issues (2017)
Volume 2: 2 Issues (2017): Forthcoming, Available for Pre-Order
Volume 1: 2 Issues (2016)
Volume 1: 2 Issues (2016): Forthcoming, Available for Pre-Order
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
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Regis Machart, Universiti Putra Malaysia, Malaysia
- Associate Editors
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Danièle Moore, Simon Fraser University, Canada, Canada
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Hanna Ragnarsdóttir, University of Iceland, Iceland, Iceland
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Nathalie Auger, Université de Montpellier, France
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Patrick Danaher, University of Southern Queensland, Australia
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Phyllis Ngai, The University of Montana-Missoula, United States
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Prue Holmes, Durham University, United Kingdom
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Virginie Trémion, Catholic University of Paris, France
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Zhu Hua, Birbeck University, United Kingdom
- Editorial Review Board
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Adrian Holliday, Canterbury Christ Church University, United Kingdom, United Kingdom
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Alan Wolf, University of East Anglia, United Kingdom
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Albin Wagener, University of Angers, France
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Anna de Fina, Georgetown University, United States
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Anthony Welch, University of Sydney, Australia
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Antoinette Gagné, OISE, Canada
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Arniika Kuusisto, University of Helsinki, Finland, Finland
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Arto Kallioniemi, University of Helsinki, Finland
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C. K. Raju, Albukhary International University, Malaysia
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Catherine Gomes, RMIT University, Australia
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Celeste Kinginger, Penn State University, United States
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Celeste Yuen, Hong Kong Institution of Education, Hong Kong
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Christian Chun, University of Hong Kong, Hong Kong
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Christian Horst, Aarhus University, Denmark
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David Hoffman, University of Jyväskylä, Finland
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Elina Lehtomäki, University of Jyväskylä, Finland
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Etta Kralovec, The University of Arizona, United States
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Eve Haque, York University, Canada
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Francesca Gobbo, University of Turin, Italy
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Gillian Skyrme, Massey University, New Zealand
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Giuliana Ferri, The University of West London, United Kingdom
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Gunilla Holm, University of Helsinki, Finland
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Hanna Posti-Ahokas, University of Helsinki, Finland
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Hasan Arslan, Canakkale Onsekiz Mart University, Turkey
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Jane Jackson, The Chinese University of Hong Kong, Hong Kong
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Jo Angouri, University of Warwick, United Kingdom
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John Preston, University of East London, United Kingdom
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Kai Yu, Beijing Central University, China
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Karen Risager, Roskilde University, Denmark
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Kenneth Cushner, Kent State University, United States
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Kirsi Tirri, University of Helsinki, Finland
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Kristiina Brunila, University of Helsinki, Finland
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Leena Andonov, University of Helsinki, Finland
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Marianne Teräs, Stockholm University, Sweden
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Marie-José Barbot, University of Lille, France
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Mei Yuit Chan, Universiti Putra Malaysia, Malaysia
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Melina Porto, Universidad Nacional de La Plata, Argentina
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Michael Singh, University of Western Sydney, Australia
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Nasima Hassan, University of East London, United Kingdom
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Nektaria Palaiologou, University of Western Macedonia, Greece
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Normand Labrie, OISE/University of Toronto, Canada
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Oakley Weply, Durham University, United Kingdom
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Peidong Yang, Technology University, Singapore
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Petra Darya-Hansen, Copenhagen University, Denmark
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Pirjo Aunio, University of Helsinki, Finland
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Robyn Moloney, Macquarie University, Australia
https://orcid.org/0000-0002-7279-5645 -
Sharon Bong, Monash University, Malaysia
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Soula Mitakidou, Aristotle University of Thessaloniki, Greece
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Stefanie Stadler, Nanyang University, Singapore
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Sylvie Lamoureux, University of Ottawa, Canada
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Terri Kim, University of East London, United Kingdom
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Tinghe Jin, IOE, United Kingdom
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Valerie Martinez, University of Hong Kong, Hong Kong
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Van Mol Christof, Tilburg University
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Xiangyun Du, Aalborg University, Denmark
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Xianlin Song, University of Western Australia, Australia
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Yuzhuo Cai, Tampere University, Finland
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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.comAll manuscript submissions to IJBIDE should be sent through the "E-Editorial DiscoveryTM" online submission system.