Theoretical and practical implications for multicultural education
Internationally recognized editorial board
Objective Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.
Placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds
Family or community-related services
Diverse multicultural backgrounds
Article formats Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications. The article formats are: Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching.
Once your article is accepted you have the option to publish it open access
Our repository policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
Founding and Executive Editors Festus E. Obiakor, Sunny Educational Consulting Bob Algozzine, University of North Carolina at Charlotte, Emeritus
Executive Managing Editor Tachelle Banks, Cleveland State University
Executive Associate Editors Lyndal Bullock, University of North Texas, Denton, Emeritus Gwendolyn Cartledge, Ohio State University Vivian Correa, University of North Carolina at Charlotte, Emerita Bridgie A. Ford, University of Akron, Emerita Laurel M. Garrick Duhaney, State University of New York, New Paltz Samuel Hodge, Ohio State University Sunday O. Obi, Kentucky State University Marty Sapp, University of Wisconsin, Milwaukee Sean Warner, Clark Atlanta University
Associate Editors Rene Antrop-Gonzalez, Metropolitan State University, St. Paul, Minnesota Floyd Beachum, Lehigh University Richard Hartshorne, University of Central Florida Ying Hui, Rhode Island College Kagendo Mutua, University of Alabama, Tuscaloosa Mary Anne Prater, Brigham Young University Terri Purcell, Cleveland State University Scott Sparks, Ohio University Lynn Wilder, Florida Gulf Coast University, Emerita Paul Zionts, DePaul University
Editorial Board Members Elena Andrei, Cleveland State University Eugene Asola, Valdosta State University Jeffrey P. Bakken, Bradley University Elizabeth Dooley, University of Central Florida C. Jonah Eleweke, Portland State University Don Gala, Educational Consultants Network Ralph Gardner, III, Ohio State University Lenwood Gibson, Queens College of New York, CUNY Jessica B. Graves, Valdosta City Schools, Valdosta, Georgia Satasha Green, Minnesota State Colleges and University System Brian Harper, Cleveland State University Mateba K. Harris, Marshall High School, Missouri, Texas Shannon Tovey Howrey, Kennesaw State University Carol Huang, The City College of New York, CUNY E. Lincoln James, Washington State University Dakota King-White, Cleveland State University Jae Hoon Lim, University of North Carolina at Charlotte Endia J. Lindo, Texas Christian University Carlos McCray, Montclair State University Angela McIntosh, Norfolk State University Gathogo Mukuria, University of Nairobi, Kenya Doreen N. Myrie, Winston Salem State University Elizabeth Omiteru, Georgia Military College Patricia Peterson, University of Northern Arizona Otensia Peets-Allamby, Charlotte Amalie High School, St. Thomas, VI Lynda Quamina-Aiyejina, University of West Indies, St. Aug., Trinidad Vojtech Regec, Palacky University, Czech Republic Michael Ruzicka, Palacky University, Czech Republic Marla Sanders, Columbia College Jenna Min Shim, University of Wyoming Shaunita Strozier, Berta Weathersbee Elementary School, La Grange, Georgia Cheryl Utley, Utley Consulting Natasha Veale, Greensboro College Chuang Wang, University of Macau, China Margaret A. Winzer, University of Lethbridge, Alberta, Canada Christopher Yawn, The City College of New York, CUNY
The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication