The International Journal of Learner Diversity and Identities (IJLDI)

The International Journal of Learner Diversity and Identities investigates the dynamics of learning in diverse communities and classrooms. The journal is part of Common Ground Research Network. This network is brought together around a common concern for learning in all its sites, formal and informal, and at all levels, from early childhood, to schools, colleges and universities, and adult, community and workplace education. We seek to build an epistemic community to make linkages across disciplinary, geographic, and cultural boundaries. The journal collection is defined by our Research Network scope and concerns and motivated to build strategies for action framed by our shared themes and tensions.

The International Journal of Learner Diversity and Identities is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement page for more information.

Our mission is to provide a platform for scholars, researchers, and practitioners to share innovative and impactful research findings, theoretical contributions, and practical insights that can inform and shape public policy, social welfare, and human development.

The Journal publishes peer-reviewed original research reports, briefer empirical reports, and theoretical and review articles provided the latter represent a new and original contribution, rather than merely surveys of literature or summaries of previous research.

We also accept submissions of high quality papers from the global community in the fields of Education, Classroom, Community, Diversity, Dynamics, Anthropology, Sociology, Cultural Studies, and other Social Sciences.  We do not accept book reviews at this time.