The Journal of Illustration is a pioneering publication dedicated to advancing the field of illustration studies, published by INTELLECT LTD. With its ISSN 2052-0204 and E-ISSN 2052-0212, this journal serves as a premier platform for academics, researchers, and practitioners who focus on illustration's diverse roles within art, design, and communication. While specific impact factors and open access options are yet to be outlined, the journal notably aims to explore the intersection of visual art and narrative across various mediums, providing critical insights into both historical and contemporary practices. Hailing from Bristol, England, the journal emphasizes the importance of illustration in cultural discourse and encourages submissions that push the boundaries of traditional illustration methodologies. As a valuable resource for those passionate about visual storytelling, The Journal of Illustration aspires to foster a dynamic and interdisciplinary conversation within the global community of artists and scholars.

Equity & Excellence in Education, published by Routledge Journals, Taylor & Francis Ltd, serves as a critical platform for scholarly discourse in the field of education, dedicated to promoting principles of equity and excellence in educational practices. With an impressive impact factor underlined by its Q1 status in the education category and a solid Scopus rank of #416 out of 1543, this journal appeals to a diverse audience of researchers, professionals, and students committed to addressing the multifaceted challenges of equity in education. Covering a span of research dating from 1963 to 2024, it welcomes original research, discussions, and practical insights that foster progress within educational systems. As an essential academic resource, it encourages its readers to engage with contemporary issues and innovations that support inclusive and equitable learning environments.

French Cultural Studies, published by SAGE Publications Inc, is a leading journal in the domains of Cultural Studies and History. With its ISSN 0957-1558 and E-ISSN 1740-2352, this esteemed journal has made significant contributions to the understanding of French culture, literature, and society since its inception in 1990. Notably ranked in the Q2 category for Cultural Studies and Q1 category for History in 2023, it stands out with impressive Scopus rankings, placing 447th in History and 482nd in Cultural Studies. The journal aims to facilitate a nuanced discourse around French cultural phenomena, offering researchers, professionals, and students a platform for high-quality scholarly work. Although it does not operate under an Open Access model, its rigorous peer-review process ensures the publication of impactful articles that advance academic inquiry and foster collaborative dialogue in the field. Adhering to the mission of promoting interdisciplinary research, French Cultural Studies is a vital resource for anyone interested in exploring the complexities of French cultural identity and its global implications.

The Berkeley Review of Education, published by the University of California, eScholarship, serves as a vital platform for interdisciplinary scholarship in the field of education. With its commitment to promoting innovative research and critical discourse, this journal explores a wide range of topics, from educational policy and reform to pedagogical techniques and assessment strategies. Although it operates as an open-access journal, ensuring broad dissemination of knowledge, it invites contributions that challenge conventional thinking and inspire new educational practices. The journal aims to engage researchers, educators, and policymakers alike, providing them with the latest insights and trends to inform their work. Operating from the California Digital Library in Oakland, California, the Berkeley Review of Education is positioned at the forefront of educational research, with the potential to influence both academic and practical realms in education.

The International Journal of Multicultural Education (IJME), published by EASTERN COLL, DEPT EDUCATION, is a leading open-access journal dedicated to advancing the field of multicultural education. Established in 2007, this journal has become an essential platform for researchers, educators, and policymakers interested in exploring the complexities of education in diverse cultural contexts. With an impressive impact factor and strong rankings in multiple categories including Q1 in Anthropology and Cultural Studies, and Q2 in both Education and Social Sciences, the IJME provides high-quality, peer-reviewed articles that contribute to impactful educational practices and scholarship. The journal's open access model ensures that its invaluable research reaches a global audience, fostering dialogue and collaboration among academics, practitioners, and students. By focusing on themes that address social justice, equity, and cultural awareness in education, the IJME plays a critical role in shaping inclusive and effective educational frameworks for the future.

STUDIES IN CANADIAN LITERATURE-ETUDES EN LITTERATURE CANADIENNE, published by the University of New Brunswick, is a leading academic journal dedicated to the exploration and analysis of literature in the Canadian context. With an ISSN of 0380-6995 and an E-ISSN of 1718-7850, this journal has been serving scholars, students, and professionals interested in the rich tapestry of Canadian literary studies since its inception. Recognized in the 2023 Q2 category in Literature and Literary Theory, and ranking in the 49th percentile of its field according to Scopus metrics, it provides a platform for innovative research, critical reviews, and theoretical discussions that deepen our understanding of Canadian literature. Although it is not an open-access journal, the rigorous peer-reviewed nature of its content ensures high standards of academic integrity, making it a valuable resource for anyone engaged in the literary arts. The journal covers a distinct range of topics, embracing both historical perspectives and contemporary issues, thus positioning itself as a vital scholarly contribution to the field.

Welcome to the Multicultural Education Review, an esteemed academic journal published by ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. As a prominent resource in the fields of Anthropology and Education, this journal aims to foster the understanding of multicultural perspectives in educational practices. With a robust impact factor and recognition in the Q1 and Q2 quartiles across its categories, the journal offers a vital platform for researchers, educators, and students to share innovative studies and discussions related to multicultural education. Though operating under a subscription model, the journal's content is pivotal for advancing scholarship and dialogue in diverse educational contexts. Since its inception in 2009, the journal continues to shape the discourse on inclusivity, equity, and cultural diversity, ensuring eligibility for a broad readership keen on addressing contemporary educational challenges.

Educational Studies-AESA, published by Routledge Journals, Taylor & Francis Ltd, is a prestigious peer-reviewed journal that serves as a vital platform for sharing cutting-edge research in the fields of education, sociology, and political science. With an ISSN of 0013-1946 and an E-ISSN of 1532-6993, this journal holds a commendable status, reflected in its strong rankings: it is positioned in the Q2 category in both Education and Sociology/Political Science, emphasizing its significant impact in these disciplines. Moreover, with Scopus rankings that place it in the 62nd and 48th percentiles within its categories, Educational Studies-AESA is recognized for its contributions to scholarly discourse and is an essential resource for researchers, professionals, and students alike seeking to deepen their understanding of educational dynamics and their societal implications. While this journal is not currently open access, it remains a vital scholarly source, enriching the academic community from its base in the United Kingdom, addressing vital educational issues from 2018 to 2024 and beyond.

Multicultural Shakespeare: Translation, Appropriation and Performance is an esteemed open-access journal published by LODZ UNIV PRESS since 2011, dedicated to advancing scholarship in the fields of cultural studies, linguistics, and the performing arts. With an ISSN of 2083-8530 and an E-ISSN of 2300-7605, this journal plays a pivotal role in exploring the intersections of Shakespearean texts within diverse cultural contexts, offering fresh interpretations and performances. Hailing from Poland, it has made a noticeable impact by emerging in notable quartiles, particularly achieving Q3 rankings in both Literature and Literary Theory as well as Visual Arts and Performing Arts in 2023. The journal caters to a global audience of researchers, professionals, and students committed to enriching their understanding of multicultural perspectives on Shakespeare, embracing the nuances of translation and its relevance in today's multifaceted world. By providing an accessible platform for rigorous scholarship, this journal not only encourages academic discourse but also inspires innovative interpretations and performances that reflect our multicultural society.

Intercultural Education is a premier journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to exploring the dynamic interplay between education and cultural diversity. With its ISSN 1467-5986 and E-ISSN 1469-8439, the journal has affirmed its significant presence in the academic landscape with an impressive Q1 ranking in Cultural Studies and Q2 in Education as of 2023. Its broad scope encompasses a variety of topics related to intercultural exchange, educational practices, and sustainable pedagogical models that support diverse learning environments. Enabling discussion among researchers, educators, and practitioners, Intercultural Education serves as a vital resource for understanding and effectively managing the complexities of multicultural education. With its consistent release from 2010 to 2024, this journal not only contributes to the academic dialogue but also reflects current trends and challenges in intercultural education, thus appealing to anyone invested in this critical field.