International journal of indigenous education scholarship
Focus and Scope
The WINHEC: International Journal of Indigenous Education Scholarship is an open access, peer-reviewed publication celebrating Indigenous Knowledges.
As a multidisciplinary publication, the WINHEC Journal is dedicated to the exploration and advancement of issues related to Indigenous education, research, culture, and language central to the lives of WINHEC nations and members.
Peer and Review Process
The WINHEC Journal is an international peer-reviewed publication. Every article that appears in the Journal is appraised by two peer reviewers.
The peer review process is confidential and double-blind. Double-blind means the author's identity is not revealed to the reviewers, and the reviewers name and affiliation are not revealed to the authors.
At this stage, the WINHEC: International Journal of Indigenous Education Scholarship aims to publish at least one issue a year.
We strongly encourage Indigenous academics, teachers, leaders, schools, post-secondary educators, language experts, practitioners, or graduate students working in Indigenous Education contexts to submit their special issue ideas or proposals to the WINHEC Editor-in-Chief firstname.lastname@example.org
Open Access Policy
This WINHEC Journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Authors contributing to the WINHEC Journal agree to release their articles under the Creative Commons Attribution-Noncommercial 4.0 Unported license.
This licence allows anyone to share their work (copy, distribute, transmit) and to adapt it for non-commercial purposes provided that appropriate attribution is given, and that in the event of reuse or distribution, the terms of this license are made clear.
Article Processing Charges (APCs)
The journal doesn’t have APC or any submission charge.
Author Self-Archiving Policy
This journal permits and encourages authors to post items submitted to the journal on personal websites or institutional repositories both prior to and after publication, while providing bibliographic details that credit, if applicable, its publication in this journal.
Special Issue Proposals
The journal permits and encourages Indigenous scholars to submit special issue proposals to the WINHEC Editor-in-Chief for consideration.
To date many published issues are themed to address a number of challenging, relevant, and pressing issues specific to Indigenous Peoples and their educational futures, aspirations and needs.
Associate Professor Paul Whitinui (Ngā Puhi, Te Aupōuri, Ngāti Kurī, Pākehā) – The School of Exercise Science, Physical and Health Education, University of Victoria, BC, Canada email@example.com
Librarian Pia Russell, University of Victoria, Victoria, BC, Canada
Made with help from University of Victoria Libraries
University of Calgary - Journal of Indigenous Social Development
Editorial Board & Reviewers
Dr. Peter Anderson, Queensland University of Technology, Brisbane, Australia
Dr Berice Anning, Manager, Indigenous Employment, Ultimo, Sydney NSW
Dr. Gregory Cajete, University of New Mexico, Albuquerque
Dr Kimo Cashman, University of Hawaii, Manoa, Hawaii
Dr. Gunvor Guttorm, Sámi University of Applied Sciences, Norway
Dr. Jolan Hsieh, National Dong Hwa University, Taiwan
Dr. Mere Kepa, University of Auckland, Auckland, New Zealand
Dr. Donna Leslie, Griffith University, Brisbane Australia
Prof. Warren Linds, Université Concordia, Montreal, PQ, Canada
Dr. Yung-ching Lo, National Pingtung University, Taiwan
Dr. Nepia Mahuika, University of Waikato, Hamilton, New Zealand
Dr. Onowa McIvor, University of Victoria, Victoria, BC, Canada
Dr Awi Mona, National Dong Hwa University, Taiwan
Dr Shaunee Pete, University of Victoria, Victoria, BC, Canada
Dr. Miriama Postlethwaite, Te Whare Wānanga o Awanuiārangi
Prof. Boni Robertson, Griffith University, Meadowbrook, Queensland, Australia
Dr. Torkel Rasmussen, Sámi University of Applied Sciences, Norway
Dr. Jani Wilson, AUT University, New Zealand