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<h1 class="" style="box-sizing: border-box; margin: 0px 0px 7px; font-size: 22px; font-family: Tahoma, 'Trebuchet MS'; font-weight: normal; line-height: 1.1; color: rgb(51, 51, 51); clear: left; border-bottom-style: solid; border-bottom-width: 0px; border-bottom-color: rgb(186, 186, 186); padding: 0px;">
Abstract Announcement for International Journal of Bias, Identity and Diversities in Education (IJBIDE) 1(2)</h1>
<span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">The contents of the latest issue of:</span><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<b class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">International Journal of Bias, Identity and Diversities in Education (IJBIDE)</b><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">Volume 1, Issue 2, July - December 2016</span><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">Published: Semi-Annually in Print and Electronically</span><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">ISSN: 2379-7363; EISSN: 2379-7355; </span><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">Published by IGI Global Publishing, Hershey, USA</span><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<a href="http://www.igi-global.com/journal/international-journal-bias-identity-diversities/125026" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none; font-family: Arial, Helvetica, sans-serif;">www.igi-global.com/ijbide</a><span style="font-family: TimesNewRomanPSMT;" class=""></span>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Editor-in-Chief: Fred Dervin (University of Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Malaysia) and Julie Byrd Clark (Western University, Canada)</p>
<i class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">Note: The International Journal of Bias, Identity and Diversities in Education (IJBIDE) has an Open Access option, which allows individuals and institutions
unrestricted access to its published content. Unlike traditional subscription-based publishing models, open access content is available without having to purchase or subscribe to the journal in which the content is published. All IGI Global manuscripts are
accepted based on a double-blind peer review editorial process.</i><br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
<br class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">
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<b class="" style="box-sizing: border-box;">EDITORIAL PREFACE</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Special Issue on Intercultural Competence…: Again?</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Fred Dervin (University of Helsinki, Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the Editorial Preface, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/pdf.aspx?tid=156490&ptid=132257&ctid=15&t=Special%20Issue%20on%20Intercultural%20Competence%E2%80%A6:%20Again?" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/pdf.aspx?tid=156490&ptid=132257&ctid=15&t=Special
Issue on Intercultural Competence…: Again?</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 1</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Revisiting Intercultural Competence: Small Culture Formation on the Go through Threads of Experience</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Adrian Holliday (Canterbury Christ Church University, Canterbury, UK)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
This paper argues that intercultural competence is not something that needs to be acquired anew but that needs to be recovered from our past experience of small culture formation developed during the process of socialization from birth. This small culture formation
is on the go because it is a constant activity in response to everyday engagement with other people. It is activated by drawing threads of experience that can connect with the experiences of others. During cultural travel such threads can be pulled both from
home to abroad and back again. This is however not a straightforward process because operating in the other directions are blocks that are created by Self and Other politics and essentialist discourses of culture that can enter into the process at any point,
also fueled by our everyday understanding of the world and the global position and politics inherited from national structures. Any process of intercultural competence training needs to help intercultural travelers to recover existing threads and avoid blocks
by means of ethnographic disciplines.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/revisiting-intercultural-competence/156494" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/revisiting-intercultural-competence/156494</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156494" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156494</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 2</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Reflections of Own Vs. Other Culture: Considerations of the ICC Model</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Eiko Gyogi (Akita International University, Akita, Japan & SOAS, University of London, London, UK), Vivian Lee (Hankuk University of Foreign Studies, Seoul, South Korea)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
The purpose of this paper is to critically examine Byram's Intercultural Communicative Competence (ICC) model (Byram, 1997), one of the most influential models particularly in language education in Europe, from a pedagogical perspective. Although the model
has opened up various innovative and creative teaching practices beyond a model that uses the native speaker as a goal in language learning (e.g. Byram, Nichols & Stevens, 2001; Coperías Aguilar, 2007, 2009), his conceptualization of “culture” has been criticized
by various scholars as being a rather static and discrete entity, particularly as it is based on national boundaries (Block, 2007; Dervin, 2010). This study examines the conceptualization of “own” and “other” cultures in Byram's model from local pedagogical
practices based on the data obtained from two different foreign language classrooms, an English classroom in a Korean university and a Japanese classroom in a UK university. The data from both classrooms show some degree of both fixity and fluidity in the
illustration of “own” and “other” cultures. This study argues that, despite the pedagogical contributions of Byram's model, the categorization of “own” and “other” cultures can pose problems in interpreting fluidity and ambiguities identified in both classrooms.
This study also points to the risk that the continuous use of his current model could result in reproducing fixed categories of “own” and “other” cultures by the teachers themselves. While acknowledging the ICC model's pedagogical contributions, this study
argues the need for a pedagogically viable model that does not rely on binary distinction between “own” and “other” cultures.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/reflections-of-own-vs-other-culture/156495" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/reflections-of-own-vs-other-culture/156495</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156495" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156495</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 3</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Susan Oguro (University of Technology Sydney, Sydney, Australia), Angela Giovanangeli (University of Technology Sydney, Sydney, Australia)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness
is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after
they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home.
Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/describing-undergraduate-students-intercultural-learning-through-study-abroad-in-terms-of-their-cultural-responsiveness/156496" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/describing-undergraduate-students-intercultural-learning-through-study-abroad-in-terms-of-their-cultural-responsiveness/156496</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156496" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156496</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 4</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Deconstructing Cultural Stereotypes to Improve International Students' Interculturality: A Short-term Experimental Approach in a Malaysian Pre-France Programme</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia), Atafia Azzouz (Universiti Kuala Lumpur, Kuala Lumpur, Malaysia)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Malaysian Pre-France programmes prepare Malaysian students to study at a French university. Students are prepared in intensive language courses, as well as mathematics and science in line with the French curriculum. The teaching staff members include French
citizens and other nationals, native and non-native speakers, members of the ethnic minorities from France. Malaysia itself is a multicultural country and highly diverse in terms of language, ethnicity, religion, etc. The authors' expectations were that the
convergence of these French-speaking lecturers with students from a ‘culturally' diverse environment would entail a certain form of fluidity in approaching the ‘culture' of the host destination. However, their experiences during the required DELF, a diploma
awarded by the French Ministry of Education to prove the French-language skills of non-French candidates, demonstrate that the representations of France remain rather static and ‘traditional'. Such representations generate some anxiety for the students before
they travel abroad. In an attempt to evaluate the impact of these representations and the students' readiness to meet ‘culturally different others', the authors conducted a small scale experiment with final semester students who were about to leave for France
two months. They first administrated a questionnaire to 21 students for the purpose of revealing the students' latent representations of their host destination. The participants then followed a lecture in order to deconstruct their original representations,
and asked to write a report in French on this experiment. Results show that the long-term exposure to ‘visible' diverse speakers has little effect on the participants in terms of moving away from cultural stereotypes, but that a relatively short but explicit
intervention has a rather significant impact on the participants' representations. The authors conclude that only a pro-active, deconstructive and explicit course of action can enable learners to move away from widespread stereotypes, and that a fluid intercultural
awareness on the part of lecturers is crucial.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/deconstructing-cultural-stereotypes-to-improve-international-students-interculturality/156497" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/deconstructing-cultural-stereotypes-to-improve-international-students-interculturality/156497</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156497" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156497</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 5</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Negotiating Beyond an Essentialised Culture Model: The Use and Abuse of Cultural Distance Models in International Management Studies</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Michael Jeive (University of Applied Sciences and Arts Northwestern Switzerland, Olten, Switzerland)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
The analysis of international negotiations at bachelor and master level appears dominated by a conception of national culture (Søderberg & Holden, 2002; Shenkar et al 2008), and applies cultural distance models widely and inappropriately. Few business encounters
are actually national in nature, being rather encounters between individuals or small groups with developed cultural practices and behaviours. There is a parallel tendency for users to abuse the models by failing to recognise the impact of relative power and
agency; by ignoring culture as construct; by eliding small and large cultures (Holliday 1999, 2011); and by falling into the so-called ecological fallacy (Robinson 1950; Hofstede, Bond & Luk, 1993). Within the dominant neo-liberal ideological context (Read,
2009) presented in much of the business and management literature, the “othering” (Devlin 2011b, 2015) of those perceived as being outside this narrowly defined norm is a constant danger. In effect, a narrow minority is often represented as the mainstream
and the vast majority as varyingly exoticized others. The aim of the paper is to investigate the theoretical and practical problems inherent in the national culture distance dominated approach before reflecting on how an approach which focuses on specific
communication instances can open a pathway to understanding culture formation and cultural challenges in a more nuanced way.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/negotiating-beyond-an-essentialised-culture-model/156498" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/negotiating-beyond-an-essentialised-culture-model/156498</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156498" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156498</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 6</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
EAL in Public Schools in British Columbia: Reconsidering Policies and Practices in Light of Fraser's Social Justice Model</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Roumiana Ilieva (Faculty of Education, Simon Fraser University, Burnaby, Canada)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
This article analyzes through the lens of Nancy Fraser's (2008) multidimensional social justice model policies and practices currently guiding English as an additional language (EAL) education in public schools in British Columbia, Canada on the basis of research
published in the last decade or so. It highlights directions which Fraser's model guides us to explore in further depth in order to attend more adequately to the diverse linguistic, cultural, and integration needs of EAL students in the Metro Vancouver area.
A continuous search for theoretical lenses allowing for more fine-grained analyses of challenges in educating diverse students would equip policy makers and practitioners alike with refined tools to engage more meaningfully with the complexities of diversities
in the local contexts within which they work.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/eal-in-public-schools-in-british-columbia/156499" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/eal-in-public-schools-in-british-columbia/156499</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156499" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156499</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
<b class="" style="box-sizing: border-box;">ARTICLE 7</b></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Reconceptualising Higher Education: Critical Challenges in Australia</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Xianlin Song (University of Western Australia, Perth, Australia), Greg McCarthy (University of Western Australia, Perth, Australia)</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
Global higher education has been experiencing unprecedented levels of mobility, which has renegotiated and reshaped the identity of students, academics and universities alike. This paper explores the transformation of Australian higher education in terms of
the global mobility. It analyzes the challenges of remapping a transformed higher education landscape, contesting the ‘neoliberal cascade', and the marginalization of public good. The paper argues that in the age of heightened mobility that should evoke respect
for the otherness of others, Australian universities have regulated uniformity in governing practices in which difference is sublimated and categorized along a developmental continuum. It calls for a reconceptualization of higher education which is plural
in nature and transcultural in approach within the global knowledge production system.</p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To obtain a copy of the entire article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/article/reconceptualising-higher-education/156500" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/article/reconceptualising-higher-education/156500</a></p>
<p class="" style="box-sizing: border-box; margin: 0px 0px 10px; font-family: Arial, Helvetica, sans-serif; color: rgb(51, 51, 51);">
To read a PDF sample of this article, click on the link below.<br class="" style="box-sizing: border-box;">
<a href="http://www.igi-global.com/viewtitlesample.aspx?id=156500" target="_blank" class="" style="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/viewtitlesample.aspx?id=156500</a></p>
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<span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">For full copies of the above articles, check for this issue of the </span><b class="" style="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">International
Journal of Bias, Identity and Diversities in Education (IJBIDE)</b><span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; 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="box-sizing: border-box; color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif;">"InfoSci-Journals"</b><span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; 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="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none; font-family: Arial, Helvetica, sans-serif;">www.igi-global.com/isj</a><span class="" style="color: rgb(51, 51, 51); font-family: Arial, Helvetica, sans-serif; background-color: rgb(255, 255, 255);">.</span><span style="font-family: TimesNewRomanPSMT;" class=""></span>
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<b class="" style="box-sizing: border-box;">CALL FOR PAPERS</b></p>
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Mission of IJBIDE:</p>
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The <b class="" style="box-sizing: border-box;">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.</p>
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Indices of IJBIDE:</p>
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<li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Cabell's Directories</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Google Scholar</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Ulrich's Periodicals Directory</li></ul>
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Coverage of IJBIDE:</p>
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The topics covered in the contributions include (but are not limited to):</p>
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<li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Bullying, bias, segregation and discrimination in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Academic and student mobility and diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Diversities and informal learning</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">School choices and diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Teaching about diversities (intercultural/global competence)</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Forms of discrimination and segregation in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Place/space and diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Diversities and digital educational technologies</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Links between ‘home’ and school in relation to diversities (parents)</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Media representations of diversities in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Assessment, evaluation and diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Role and place of diversities in education policies</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Diversities within a school system</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Teaching material and diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">History of diversities in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Interactions between and integration of students of diverse backgrounds</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Role and place of teachers of diverse backgrounds</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Perception and integration of the ‘foreigner’ in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Diversities and multilingual education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Methods or methodologies/conceptual approaches and researching diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Reflexivity and/or critical awareness around diversities in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Social Action and Diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">The commodification or processes of commodifying of diversities in education</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Inclusive education and diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">The impact of globalization on diversities</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Social processes and diversification/differentiation</li><li class="" style="box-sizing: border-box; padding: 0px; margin: 0px;">Multimodality and diversities</li></ul>
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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="box-sizing: border-box; color: rgb(51, 102, 204); text-decoration: none;">www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026</a></p>
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<p class="MsoNormal">****</p>
<p class="MsoNormal">Prof. Fred Dervin</p>
<p class="MsoNormal">Director of the Education for Diversities Research Group (E4D)</p>
<p class="MsoNormal">Co-Director of the Chinese Education Research Group</p>
<p class="MsoNormal">Department of Teacher Education, University of Helsinki, Finland</p>
<p class="MsoNormal">Website: <a href="http://blogs.helsinki.fi/dervin/" class="">http://blogs.helsinki.fi/dervin/</a></p>
<p class="MsoNormal">New book: Interculturality in Education: A Theoretical and Methodological Toolbox (Palgrave, 2016)<o:p class=""></o:p></p>
<p class="MsoNormal">Forthcoming: Intercultural Competence in education (with Z. Gross, Palgrave, 2016)</p>
<p class="MsoNormal"><o:p class=""></o:p></p>
<p class="MsoNormal"><span style="text-align: justify;" class="">COST Action </span><i style="text-align: justify;" class="">Study Abroad Research in European Perspective (SAREP)</i><span style="text-align: justify;" class=""> </span><a href="http://www.cost.eu/COST_Actions/ca/CA15130" style="text-align: justify;" class=""><span style="color: rgb(56, 110, 255);" class="">www.cost.eu/COST_Actions/ca/CA15130</span></a></p>
<p class="MsoNormal" style="text-align: justify;"><o:p class=""></o:p></p>
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