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<div class="" style="font-family: TimesNewRomanPSMT; margin: 0in 0in 0.0001pt;"><font face="Calibri" class="" style="font-size: 14px;">Dear </font><font face="Calibri" class=""><span class="" style="font-size: 14px;">colleagues,</span></font></div>
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<div class="" style="font-family: TimesNewRomanPSMT; margin: 0in 0in 0.0001pt;"><font face="Calibri" class="" style="font-size: 14px;">We are pleased to announce the publication of the inaugural issue issue of the <b class="">International Journal of Bias,
Identity and Diversities in Education 1(1)</b>.<b class=""> </b></font></div>
<div class="" style="font-family: TimesNewRomanPSMT; margin: 0in 0in 0.0001pt;"><b class=""><font face="Calibri" class="" style="font-size: 14px;"><font color="#800080" class=""><a href="http://www.igi-global.com/journals/abstract-announcement/132256" class="">http://www.igi-global.com/journals/abstract-announcement/132256</a></font><o:p class=""></o:p></font></b></div>
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<div class="" style="font-family: TimesNewRomanPSMT; margin: 0in 0in 0.0001pt;"><font face="Calibri" class="" style="font-size: 14px;">A call for papers is included below. The next issue 1(2) will be a special issue dedicated to intercultural competences. Please
also submit your proposals for special issues to the editors.</font></div>
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<div class="" style="margin: 0in 0in 0.0001pt;"><font face="Calibri" class="" style="font-size: 14px;">Please contact us with any questions you may have.</font></div>
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<div class="" style="margin: 0in 0in 0.0001pt;"><font face="Calibri" class="" style="font-size: 14px;">Fred Dervin, Regis Machart and Julie Byrd-Clark (editors)</font></div>
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<div class="" style="font-family: TimesNewRomanPSMT; margin: 0in 0in 0.0001pt;"><font face="Calibri" class="" style="font-size: 14px;"><b class="" style="color: rgb(51, 51, 51);">International Journal of Bias, Identity and Diversities in Education (IJBIDE)</b><br class="" style="color: rgb(51, 51, 51);">
<span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);">Volume 1, Issue 1, January - June 2016</span><br class="" style="color: rgb(51, 51, 51);">
<span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);">Published: Semi-Annually in Print and Electronically</span><br class="" style="color: rgb(51, 51, 51);">
<span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);">ISSN: 2379-7363; EISSN: 2379-7355; </span><br class="" style="color: rgb(51, 51, 51);">
<span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);">Published by IGI Global Publishing, Hershey, USA</span><br class="" style="color: rgb(51, 51, 51);">
<a href="http://www.igi-global.com/journal/international-journal-bias-identity-diversities/125026" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/ijbide</a></font>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Editor-in-Chief: Fred Dervin (University of Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Malaysia) and Julie Byrd Clark (Western University,
Canada)</font></p>
<i class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Note: There are no submission or acceptance fees for manuscripts submitted to the International Journal of Bias, Identity and Diversities in Education (IJBIDE).
All manuscripts are accepted based on a double-blind peer review editorial process.</font></i></div>
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<p class="" style="color: rgb(51, 51, 51);"><b class=""><font face="Calibri" class="" style="font-size: 14px;">EDITORIAL PREFACE</font></b></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Editorial Preface</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Fred Dervin (University of Helsinki, Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia), Julie Byrd Clark (Western University, London,
Ontario, Canada)</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To obtain a copy of the Editorial Preface, click on the link below.<br class="">
<a href="http://www.igi-global.com/pdf.aspx?tid=145332&ptid=132256&ctid=15&t=Editorial%20Preface" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/pdf.aspx?tid=145332&ptid=132256&ctid=15&t=Editorial Preface</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><b class=""><font face="Calibri" class="" style="font-size: 14px;">ARTICLE 1</font></b></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Heritage, Identity, and Learning at Stake: Marginalization in a Diverse Spanish Class</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Elizabeth Goulette (Georgia State University, Atlanta, GA, USA)</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">A surge of diverse heritage language learners in American schools has contradicted the longstanding ideology that this population is monolithic. Previous theories
about separating foreign language learners (FLLs) and heritage language learners (HLLs) are problematic because they fail to address the diversity of the HLLs that end up in schools today. This research report lends support for the claim that less proficient
HLLs are more suitable for a heterogeneous beginning language class than those that are highly proficient. Placing a highly proficient HLL in a beginning level language course can actually be detrimental to both emergent learners' development and the educational
outcomes of the entire classroom community. Moreover, the monumental task of teaching a heterogeneous class like the one analyzed here complicates and is complicated by an already-problematic school context. This study exhibits how the classroom talk privileged
certain classmates while marginalizing others, halting educational progress.</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To obtain a copy of the entire article, click on the link below.<br class="">
<a href="http://www.igi-global.com/article/heritage-identity-and-learning-at-stake/145335" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/heritage-identity-and-learning-at-stake/145335</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To read a PDF sample of this article, click on the link below.<br class="">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=145335" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=145335</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><b class=""><font face="Calibri" class="" style="font-size: 14px;">ARTICLE 2</font></b></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Analytical and Methodological Considerations for the Use of Social Categories in Identity Research</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Saija Benjamin (University of Helsinki, Helsinki, Finland), Arniika Kuusisto (University of Helsinki, Helsinki, Finland)</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">This paper examines the limitations of measuring identities as based on pre-selected categories, such as ‘immigrant' or ‘Third Culture Kid', within which the
individuals are placed according to particular criteria. Simplified, etic categories fail to mirror the complex identifications of the contemporary individual and strengthen essentialism related to ethnicities, cultures and religions. This paper discusses
the problematic related to categorization at both analytical and methodological levels. The need for critical reflection on the use of social categories to portray identities is highlighted in general. The adequacy of surveys to measure and examine identities
is questioned in particular. This paper illustrates the need to approach identities from emic-etic perspectives and multiple angles in order to grasp a more multilayered view into the complex nature of identity.</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To obtain a copy of the entire article, click on the link below.<br class="">
<a href="http://www.igi-global.com/article/analytical-and-methodological-considerations-for-the-use-of-social-categories-in-identity-research/145336" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/analytical-and-methodological-considerations-for-the-use-of-social-categories-in-identity-research/145336</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To read a PDF sample of this article, click on the link below.<br class="">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=145336" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=145336</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><b class=""><font face="Calibri" class="" style="font-size: 14px;">ARTICLE 3</font></b></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">The Subjective Side of Success: Children's Stories of a Good Life</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Heidi Johanna Layne (University of Helsinki, Helsinki, Finland), Edda Óskarsdóttir (University of Iceland, Reykjavik, Iceland), Hanna Niittymäki (Peace Education
Institute, Helsinki, Finland)</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">This paper presents a case study conducted in one elementary school in Helsinki, Finland, during a four-week project that began on the UN day of children's rights
in 2013. According to the 12th and 13th articles of the Convention on the Rights of the Child (CRC), children have the right to express their views freely in all matters affecting them, and furthermore they have the freedom to seek, receive and impart information
and ideas of all kinds (UNICEF, 1989). The authors argue that children's voices are not sufficiently heard in the process of forming the educational policies related to success at school. The data was collected from the children in the form of stories. The
paper, co-written by the researchers and the teacher, draws lessons from the students' stories about the good life of an imagined person named Sofia Tammi. The aim of analysing the stories was to identify and describe children's aspirations and experiences,
and especially how they defined success through the theme of ‘good life'. Furthermore, the authors explore the meaning of inclusion and justice in the Nordic context.</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To obtain a copy of the entire article, click on the link below.<br class="">
<a href="http://www.igi-global.com/article/the-subjective-side-of-success/145337" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/the-subjective-side-of-success/145337</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To read a PDF sample of this article, click on the link below.<br class="">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=145337" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=145337</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><b class=""><font face="Calibri" class="" style="font-size: 14px;">ARTICLE 4</font></b></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">French Immersion “So Why Would You do Something Like That to a Child?”: Issues of Advocacy, Accessibility, and Inclusion</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Renée Christine Bourgoin (University of New Brunswick, Fredericton, New Brunswick, Canada)</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">French Immersion (FI) continues to grow in popularity and diversity across Canada. However, the suitability of immersion for academically challenged students
has often been questioned. This study explored English teachers' beliefs and practices, particularly as they relate to the suitability of French immersion for various learners. It also explored ways by which English teachers frame issues of accessibility to
FI for students at risk for academic difficulties. Data revealed that myths about second language education still permeate the system in ways that potentially impact who as access to the FI program. Findings also highlight that the sociocultural and sociopolitical
context of this study influences and is being influenced by beliefs about and attitudes toward second language learning. The widespread existence of beliefs and practices grounded in myths or traditional views about second language acquisition points to a
need for greater education about issues that potentially limit access to FI.</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To obtain a copy of the entire article, click on the link below.<br class="">
<a href="http://www.igi-global.com/article/french-immersion-so-why-would-you-do-something-like-that-to-a-child/145338" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/french-immersion-so-why-would-you-do-something-like-that-to-a-child/145338</a></font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">To read a PDF sample of this article, click on the link below.<br class="">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=145338" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=145338</a></font></p>
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<font face="Calibri" class="" style="font-size: 14px;"><span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);">For full copies of the above articles, check for this issue of the </span><b class="" style="color: rgb(51, 51, 51);">International
Journal of Bias, Identity and Diversities in Education (IJBIDE)</b><span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);"> in your institution's library. This journal is also included in the IGI Global aggregated </span><b class="" style="color: rgb(51, 51, 51);">"InfoSci-Journals"</b><span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);"> database: </span><a href="http://www.igi-global.com/e-resources/infosci-databases/infosci-journals/" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/isj</a><span class="" style="color: rgb(51, 51, 51); background-color: rgb(255, 255, 255);">.</span></font>
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<p class="" style="color: rgb(51, 51, 51);"><b class=""><font face="Calibri" class="" style="font-size: 14px;">CALL FOR PAPERS</font></b></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Mission of IJBIDE:</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">The <b class="">International Journal of Bias, Identity and Diversities in Education (IJBIDE)</b> 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, citizenship, disabilities, educational
background and language(s). IJBIDE is clearly positioned within a non-essentialist and non-culturalist perspective. IJBIDE also aims to promote original research methods by linking up macro- and micro- methodological 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.</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Indices of IJBIDE:</font></p>
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<ul class="" style="margin: 0px 0px 0px 10px; padding-left: 10px; color: rgb(51, 51, 51);">
<li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Cabell's Directories</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Google Scholar</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Ulrich's Periodicals Directory</font></li></ul>
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<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Coverage of IJBIDE:</font></p>
<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">The topics covered in the contributions include (but are not limited to):</font></p>
<ul class="ul-margins-med" style="margin: 5px 0px 12px 10px; padding-left: 10px; color: rgb(51, 51, 51);">
<li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Bullying, bias, segregation and discrimination in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Academic and student mobility and diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Diversities and informal learning</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">School choices and diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Teaching about diversities (intercultural/global competence)</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Forms of discrimination and segregation in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Place/space and diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Diversities and digital educational technologies</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Links between ‘home’ and school in relation to diversities (parents)</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Media representations of diversities in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Assessment, evaluation and diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Role and place of diversities in education policies</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Diversities within a school system</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Teaching material and diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">History of diversities in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Interactions between and integration of students of diverse backgrounds</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Role and place of teachers of diverse backgrounds</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Perception and integration of the ‘foreigner’ in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Diversities and multilingual education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Methods or methodologies/conceptual approaches and researching diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Reflexivity and/or critical awareness around diversities in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Social Action and Diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">The commodification or processes of commodifying of diversities in education</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Inclusive education and diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">The impact of globalization on diversities</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Social processes and diversification/differentiation</font></li><li class="" style="margin-bottom: 3px; padding-bottom: 3px;"><font face="Calibri" class="" style="font-size: 14px;">Multimodality and diversities</font></li></ul>
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<p class="" style="color: rgb(51, 51, 51);"><font face="Calibri" class="" style="font-size: 14px;">Interested authors should consult the journal's manuscript submission guidelines <a href="http://www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026" target="_blank" class="" style="color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026</a></font></p>
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