Call for Papers

Cultural Diversity on the Peripheries of Inclusive Education

Editors:

Alfredo J. Artiles (Stanford University) https://orcid.org/0000-0001-5772-0787 

Martha Lucía Orozco Gómez (Universidad de Burgos) https://orcid.org/0000-0001-5547-8712 

José Alberto Gallardo-López (Universidad de Cádiz) https://orcid.org/0000-0003-3243-1676   

The special issue ‘Cultural Diversity on the Peripheries of Inclusive Education’ aims to open up a space for academic, critical and empirically based reflection on the processes of inclusion and exclusion that affect students of foreign origin in contemporary education systems. In particular, it focuses on the analysis of the institutional, cultural and pedagogical mechanisms that, under the discourse of attention to diversity, contribute to the marginalisation, stigmatisation or referral of these students to specific, compensatory or segregated programmes.

From socio-pedagogical, comparative and critical perspectives, the monograph will analyse the relationship between cultural diversity, educational justice and inclusion, with the aim of contributing to the academic debate by incorporating the cultural and migratory dimension as a central analytical axis.

By focusing on the ‘peripheries’ of the education system (spaces, practices and trajectories located on the margins of formal inclusion), the special issue aims to problematise the limits and tensions of the dominant inclusive paradigm, as well as to offer theoretical and practical contributions aimed at advancing towards a more just, equitable and pluralistic education.

Objectives

  1. Analyse the institutional mechanisms and educational practices that influence the inclusion or exclusion of foreign students.
  2. Highlight educational trajectories that lie on the margins of the education system (curriculum diversification classrooms, basic vocational training programmes, special education, etc.).
  3. To explore the experiences, perceptions and strategies of families, teaching teams and counsellors in multicultural contexts.
  4. To generate a pluralistic academic debate that contributes to rethinking diversity policies from a perspective of equity and critical interculturality.

Topics

Contributions based on empirical research that address issues such as the following from a variety of methodological approaches will be valued:

  • The construction of cultural exclusion in schools.
  • The tensions between inclusion and segregation in diversity programmes.
  • The views of teachers, families and management teams on cultural diversity.
  • International experiences of inclusion, disability and migration.

Language Standards: 

All manuscripts must be submitted in English. To maintain academic rigor, we require that articles be translated by professional translators or proofread by a native English-speaking expert. Authors are responsible for ensuring the linguistic quality of their work prior to peer review.

Dates

Deadline for receipt of papers: April 30, 2026

Publication: January 2027.