The Journal of Multicultural Education Studies (JOMES) is a peer-reviewed, open-access academic journal dedicated to advancing research, practice, and dialogue in the field of multicultural education. JOMES publishes high-quality articles that explore diverse cultural perspectives, inclusion, and equity in educational settings worldwide. Our mission is to provide a platform for scholars, educators, and practitioners to engage with cutting-edge research that addresses the complexities of diversity and inclusion in education.

Scope and Focus
JOMES focuses on a wide range of topics related to multicultural education, including but not limited to:

• Diversity and Inclusion: The study and promotion of diverse learning environments that celebrate cultural, racial, ethnic, linguistic, and social diversity in schools, universities, and communities.
• Equity and Social Justice: Research examining the impact of educational policies, practices, and systems on marginalized and underrepresented groups, with an emphasis on promoting social justice through education.
• Educational Practices: Innovative pedagogies, curriculum development, and teaching strategies designed to foster inclusivity and cultural awareness in classrooms and other educational settings.
• Global Perspectives on Multiculturalism: Comparative research on multicultural education across different regions and countries, exploring the unique challenges and solutions for promoting multicultural understanding in global contexts.
• Intersectionality in Education: Investigating how various social identities (e.g., race, ethnicity, gender, socioeconomic status) intersect and impact the educational experiences of individuals and communities.

Mission
The mission of JOMES is to foster a global conversation on multiculturalism in education by publishing research that is insightful, rigorous, and reflective of diverse educational contexts. We aim to:

• Promote the exchange of knowledge and ideas that challenge dominant narratives in education and highlight the voices and experiences of marginalized communities.
• Contribute to the development of more inclusive, equitable, and culturally responsive educational systems.
• Provide a forum for interdisciplinary and cross-cultural dialogue on educational practices that address the needs of diverse learners.

Audience
JOMES is aimed at an international audience of scholars, researchers, educators, policymakers, and activists interested in the intersection of culture, diversity, and education. It serves as an essential resource for anyone involved in promoting social justice, inclusivity, and equity within educational systems.

Publication Types
We publish a wide range of scholarly articles, including:

• Original Research Articles: Empirical studies exploring multicultural education from a variety of methodological perspectives.
• Theoretical Papers: Conceptual articles offering new frameworks or critiquing existing models in the field of multicultural education.
• Review Articles: Literature reviews that synthesize existing research on key topics in multicultural education.
• Case Studies: In-depth analyses of specific educational programs, institutions, or initiatives that focus on multiculturalism and diversity.
• Policy and Practice Papers: Articles that examine the implications of educational policies and practices for multicultural education and social justice.

Open Access
JOMES is committed to open-access publishing. All articles published in the journal are freely accessible to the public, ensuring that the research reaches a broad and diverse audience, including scholars, educators, students, and community members around the world. We believe that making knowledge accessible is essential for advancing multicultural education and promoting global dialogue on diversity and inclusion.