About This Journal
The purpose of the Journal of Multicultural Affairs (JMA) is to promote cross-disciplinary, multiculturally based work. The field of multicultural affairs is vast, diverse, and includes a variety of disciplines which is the reason that JMA does not focus on a single educational arena.
The Journal of Multicultural Affairs (JMA) adheres to the belief that the multicultural field is not based solely in one area or owned by a single entity. It is vast. It is beautiful. It is dynamic. Work pertaining to multicultural affairs can be found within higher education, K-12, scientific, spiritual, religious, and community enclaves. How is multicultural affairs defined within JMA? JMA defines multicultural affairs as the affairs that affect the many faces of society, disrupts homogeneous thinking, fights for social equity, and seeks social justice. JMA is focused on bridging the gap between all settings and seeks to provide a platform for our audience to share their work in multicultural affairs and to engage in vital multicultural dialogue. We welcome submissions in a variety of platforms: research-based, personal experience, and poetry. JMA will be published at least two times a year.
Guidelines for Authors:
Submissions length will vary by format.
Special Issue Call for Papers
Educators’ Voices Amplifying Research, Reason & Rhyme: Stepping Out of the Shadows of COVID-19
Tonya Huber, Ph.D., Guest Editor
Alexandra Christiane Daub, Guest Assistant Editor
Sara Abi Villanueva, Guest Assistant Editor
Kristen Pedersen Erdem, Guest Editorial Assistant
Maria Cristina Ferraz Soares, Guest Editorial Assistant
Maricruz Flores Vasquez, Guest Editorial Assistant
Stephanie H. Wright, Guest Editorial Assistant
The pandemic has changed the educational landscape in an unforeseen and unpredictable fashion. The unexpected changes have caused some educators to feel powerless, voiceless, and invisible; while others have felt empowered, supported, and heard. Each educator has had a unique experience during the COVID-19 pandemic, and the Guest Editors of the Journal of Multicultural Affairs would like to invite educators to share the analysis of those experiences to inform others. The purpose of the Special Issue, “Educators’ Voices Amplifying Research, Reason & Rhyme: Stepping Out of the Shadows of COVID-19,” is for people engaged in education to share their research, personal experiences, reviews, and poetry that highlight their lived experiences.
Projected Publication of Special Issue: Summer 2021, Volume 6(2)
For Special Issue inquiries, please contact The Guest Editors at JMA2021McVoices@gmail.com
Submission Deadline: February 21, 2021
Guidelines for Authors
References Cross-Check Example
Cestou, Lorena P., Alexandra Reyes, Elizabeth R. Sanmiguel, & Tonya Huber. (2019). Creating a culture of critical consciousness and interpreting intercultural competence in educators. In Tonya Huber & James G. O’Meara (Eds.), Teacher education at the edge: Expanding access & exploring frontiers (pp. 33-69). In Tonya Huber (Series Ed.), International Education Inquiries: People, Places, and Perspectives of Education 2030, Premier Vol. Information Age Publishing. pages 3,9
Daub, Alexandra Christiane, & Tonya Huber. (2020). Effectiveness of social stories on social skills for elementary-aged students with autism: A literature review. International Journal of Education, 12(4), 12-37. http://dx.doi.org/10.5296/ije.v12i4.17759 pages 3, 10, 11