ETHNOPEDAGOGY examines the reciprocal relationships among culture, knowledge, learning, teaching, and social transformation. Its focus is not limited to incorporating cultural objects into classroom activities. The journal seeks scholarship that explains how cultural knowledge is produced, transmitted, negotiated, transformed, and ethically mobilized within formal, non-formal, informal, and community-based education.

The journal particularly welcomes manuscripts addressing:

• theories, philosophies, histories, and contemporary developments of ethnopedagogy;
• local and Indigenous knowledge in curriculum, learning design, assessment, and educational resources;
• culturally responsive, culturally sustaining, decolonial, and place-based pedagogies;
• ethno-neuro pedagogy, cultural learning, embodied experience, identity, motivation, agency, and social-emotional development;
• character, peace, citizenship, moral, and spiritual education grounded in cultural traditions;
• language, oral traditions, literature, arts, rituals, games, foodways, crafts, and ecological knowledge as pedagogical resources;
• teacher education, professional learning, and educators' cultural competence;
• school-community partnerships, intergenerational learning, and the participation of community knowledge holders;
• digital technologies, artificial intelligence, media, and cultural sustainability in education;
• educational policy, leadership, evaluation, and institutional change through cultural and Indigenous perspectives;
• comparative, cross-cultural, participatory, community-based, Indigenous, and mixed-methods research.