International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles: (1) empirical research reports that explicitly address multicultural educational issues and typically engages qualitative research methods in robust manners (if specified in the call for submissions, some special issues may accept quantitative studies); (2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature. From 2015 three issues will be published annually: Spring issues (typically on special themes) will be available by the end of February, Summer issues by the end of June, and Fall issues by the end of October. The journal provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge and equitable educational practices.

International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles: (1) empirical research reports that explicitly address multicultural educational issues and typically engages qualitative research methods in robust manners (if specified in the call for submissions, some special issues may accept quantitative studies); (2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature. From 2015 three issues will be published annually: Spring issues (typically on special themes) will be available by the end of February, Summer issues by the end of June, and Fall issues by the end of October. The journal provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge and equitable educational practices.