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Walking interviews generate contextualized dialogs and place-based narratives prompted by sites and routes. We used walking interviews with three refugee-background women in Australia to find out what the act of walking could reveal about notions of home and broader narratives of forced migration. We used a participatory approach to privilege women's perspectives as co-creators of new knowledge on the topic.

Objective: Digital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other 'culturally diverse' backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps. Design: The review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses. Results: In total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by 'culturally diverse' young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity. Conclusion: As confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts.

In resettlement countries like Canada, the United States, and Australia, research suggests that higher education is vital to ensure well-being, greater socioeconomic integration and inclusion, and successful settlement of refugee communities to make a positive contribution to society. Refugees across the globe have high educational aspirations and strongly value education as an important tool to restore dignity, security, and hope. The onus rests on Australia's tertiary education system to provide appropriate support to refugee students in order to set them up for success. Although universities promote equity of access and participation, they have been slow to address the lack of tailored support for refugee students, preventing them from reaching their full potential. There are a number of initiatives aiming to facilitate refugees' access to university; however, there are no clear frameworks to assess the extent of, let alone address, the specific needs of refugee students. Teaching and general staff who have worked with refugee students often concur that they may present with significant issues, resulting in staff feeling out of their depth and uncertain about their pedagogical approach. From the outset, the lack of accurate figures on how many students from refugee backgrounds attend Australian universities is a problem, and little is actually known about how refugee students navigate their educational trajectories. This represents a significant barrier to higher education for an underrepresented group with high aspirations and potential. This article discusses the two main reasons why universities should care about understanding and addressing the specific needs of refugee students: (1) a moral obligation; and (2) a socioeconomic impetus.

Distance education (DE) in social work programs and studies on its comparable effectiveness with face-to-face education continue to increase. Yet not all faculty are convinced of the results, and this study explores why. Three case studies indicate that reservations center on valuing the process of learning and nonverbal communication. Issues regarding duty of care to families to be served by future social workers primarily educated in a virtual classroom also matter significantly. The trend toward DE may be inevitable, but this does not mean that educators should not voice their concerns; their skepticism has merit, and they have a responsibility to be vocal.

This article discusses the implications of recent income support payment changes for sole-parented families in Australia, and in particular, their capacity to access tertiary education. The government's program to reduce welfare benefit payments to sole-parented families already at high risk of economic disadvantage and social marginalization threatened a first-year sole-parent attempting to complete a 4 year university study program. When sole-parents had not acted to continue their education before the specified cut-off period, the impeding financial change in effect resulted in the sole-parent student either withdrawing from their current studies or, worse still, never enrolling in the first place as they see further study as an improbable dream. This policy change created clear tensions for universities. First, it weakened the opportunity for universities to fulfill one of their major responsibilities: to recruit and educate people who are educationally, economically, and socially disadvantaged; second, it limited the ability of universities to meet the requirements placed on them by the government to improve access, participation, retention, and success rates for students from lower socioeconomic status; and third, it threatened the commitment and capacity of particular departments within universities, such as human services, nursing, and social work to develop next generations of effective helping professionals. Universities Australia (a body representing Australia's largest 39 universities) recommended that the Australian Government maintain a system that enables any Australian who is capable of studying at university to do so. It is hoped the government heeds this recommendation to protect the current and future education prospects of those students for reasons of equity and fairness, and to keep alive the prospects of a smarter Australia.