[Edling] The International Journal of Bias, Identity and Diversities in Education 1(1).

Wed Feb 10 04:35:22 UTC 2016

Dear colleagues,

We are pleased to announce the publication of the inaugural issue issue of the International Journal of Bias, Identity and Diversities in Education 1(1).
http://www.igi-global.com/journals/abstract-announcement/132256

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.

Please contact us with any questions you may have.

Fred Dervin, Regis Machart and Julie Byrd-Clark (editors)

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International Journal of Bias, Identity and Diversities in Education (IJBIDE)
Volume 1, Issue 1, January - June 2016
Published: Semi-Annually in Print and Electronically
ISSN: 2379-7363; EISSN: 2379-7355;
Published by IGI Global Publishing, Hershey, USA
www.igi-global.com/ijbide<http://www.igi-global.com/journal/international-journal-bias-identity-diversities/125026>

Editor-in-Chief: Fred Dervin (University of Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Malaysia) and Julie Byrd Clark (Western University, Canada)

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.

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EDITORIAL PREFACE

Editorial Preface

Fred Dervin (University of Helsinki, Helsinki, Finland), Regis Machart (Universiti Putra Malaysia, Serdang, Malaysia), Julie Byrd Clark (Western University, London, Ontario, Canada)

To obtain a copy of the Editorial Preface, click on the link below.
www.igi-global.com/pdf.aspx?tid=145332&ptid=132256&ctid=15&t=Editorial Preface<http://www.igi-global.com/pdf.aspx?tid=145332&ptid=132256&ctid=15&t=Editorial%20Preface>

ARTICLE 1

Heritage, Identity, and Learning at Stake: Marginalization in a Diverse Spanish Class

Elizabeth Goulette (Georgia State University, Atlanta, GA, USA)

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.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/heritage-identity-and-learning-at-stake/145335<http://www.igi-global.com/article/heritage-identity-and-learning-at-stake/145335>

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=145335<http://www.igi-global.com/viewtitlesample.aspx?id=145335>

ARTICLE 2

Analytical and Methodological Considerations for the Use of Social Categories in Identity Research

Saija Benjamin (University of Helsinki, Helsinki, Finland), Arniika Kuusisto (University of Helsinki, Helsinki, Finland)

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.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/analytical-and-methodological-considerations-for-the-use-of-social-categories-in-identity-research/145336<http://www.igi-global.com/article/analytical-and-methodological-considerations-for-the-use-of-social-categories-in-identity-research/145336>

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=145336<http://www.igi-global.com/viewtitlesample.aspx?id=145336>

ARTICLE 3

The Subjective Side of Success: Children's Stories of a Good Life

Heidi Johanna Layne (University of Helsinki, Helsinki, Finland), Edda Óskarsdóttir (University of Iceland, Reykjavik, Iceland), Hanna Niittymäki (Peace Education Institute, Helsinki, Finland)

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.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/the-subjective-side-of-success/145337<http://www.igi-global.com/article/the-subjective-side-of-success/145337>

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=145337<http://www.igi-global.com/viewtitlesample.aspx?id=145337>

ARTICLE 4

French Immersion “So Why Would You do Something Like That to a Child?”: Issues of Advocacy, Accessibility, and Inclusion

Renée Christine Bourgoin (University of New Brunswick, Fredericton, New Brunswick, Canada)

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.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/french-immersion-so-why-would-you-do-something-like-that-to-a-child/145338<http://www.igi-global.com/article/french-immersion-so-why-would-you-do-something-like-that-to-a-child/145338>

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=145338<http://www.igi-global.com/viewtitlesample.aspx?id=145338>

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For full copies of the above articles, check for this issue of the International Journal of Bias, Identity and Diversities in Education (IJBIDE) in your institution's library. This journal is also included in the IGI Global aggregated "InfoSci-Journals" database: www.igi-global.com/isj<http://www.igi-global.com/e-resources/infosci-databases/infosci-journals/>.
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CALL FOR PAPERS

Mission of IJBIDE:

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, 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.

Indices of IJBIDE:

  *   Cabell's Directories
  *   Google Scholar
  *   Ulrich's Periodicals Directory

Coverage of IJBIDE:

The topics covered in the contributions include (but are not limited to):

  *   The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)
  *   Bullying, bias, segregation and discrimination in education
  *   Academic and student mobility and diversities
  *   Diversities and informal learning
  *   School choices and diversities
  *   Teaching about diversities (intercultural/global competence)
  *   Forms of discrimination and segregation in education
  *   Place/space and diversities
  *   Diversities and digital educational technologies
  *   Links between ‘home’ and school in relation to diversities (parents)
  *   Media representations of diversities in education
  *   Assessment, evaluation and diversities
  *   Role and place of diversities in education policies
  *   Diversities within a school system
  *   Teaching material and diversities
  *   History of diversities in education
  *   Interactions between and integration of students of diverse backgrounds
  *   Role and place of teachers of diverse backgrounds
  *   Perception and integration of the ‘foreigner’ in education
  *   Diversities and multilingual education
  *   Methods or methodologies/conceptual approaches and researching diversities
  *   Reflexivity and/or critical awareness around diversities in education
  *   Social Action and Diversities
  *   The commodification or processes of commodifying of diversities in education
  *   Inclusive education and diversities
  *   The impact of globalization on diversities
  *   Social processes and diversification/differentiation
  *   Multimodality and diversities

Interested authors should consult the journal's manuscript submission guidelines www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026<http://www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026>
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