Diaspora, Indigenous, and Minority Education

Aims & Scope

Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival (DIME) – a quarterly peer-reviewed journal focused on critical discourse and research in diaspora, indigenous, and minority education – is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations.

It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed.

DIME invites research from a variety of theoretical and methodological perspectives that emphasize the centrality of marginal voices and a peripheral gaze, and which draw attention to the complex interrelations between political, economic, historical, and social contexts, as well as the ways in which these various contexts shape educational policies, practices, curricula, and outcomes.

The journal welcomes articles that ground theoretical reflections in specific empirical research and case studies of diverse locations and peoples as yet underrepresented within scholarly research and literature, as well as action or participatory research studies of exemplary or “best” practices.

View Aims & Scope

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Metrics & Ranking

Journal Rank

Year	Value
2024	13371

Journal Citation Indicator

Year	Value
2024	160

SJR (SCImago Journal Rank)

Year	Value
2024	0.418

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	18

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Systemic Discrimination as a Barrier for Immigrant Teachers

  Citation: 61

  Authors: Clea

• Family Language Policy: A Case Study of a Russian-Hebrew Bilingual Family: Toward a Theoretical Framework

  Citation: 61

  Authors: Shulamit

• <i>Colonialingualism</i>: colonial legacies, imperial mindsets, and inequitable practices in English language education

  Citation: 50

  Authors: Paul J.

• The Educational Challenge of Unraveling the Fantasies of Ontological Security

  Citation: 50

  Authors: Sharon, Dallas, Rene, Vanessa

• Mapping and Complicating Conversations about Indigenous Education

  Citation: 43

  Authors: Cash Richard

• Fostering Social Cohesion and Cultural Sustainability: Character and Citizenship Education in Singapore

  Citation: 37

  Authors: Charlene, Chee Soon

• Children's Representations of Cultural Scripts in Play: Facilitating Transition From Home to Preschool in an Intercultural Early Learning Program for Refugee Children

  Citation: 36

  Authors: Anna

• On the Limits of Sexual Health Literacy: Insights From Ugandan Schoolgirls

  Citation: 34

  Authors: Shelley, Bonny

• Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong

  Citation: 31

  Authors: Linda, Qunying, Ken

• Suturing Together Girls and Education: An Investigation Into the Social (Re)Production of Girls’ Education as a Hegemonic Ideology

  Citation: 30

  Authors: Shenila

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