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Drawing on Michel de Certeau's conceptualisation of the city space in The Practice of Everyday Life, in conversation with AbdouMaliq Simone's approach to the African city, this article explores the problem of belonging in Ufrieda Ho's Paper Sons and Daughters: Growing Up Chinese in South Africa (2011). The text's navigation of the manifold ascribed and asserted identities of the autobiographical self is made prominent through Ho's tracing of the traversals of both her father and herself across Johannesburg. In particular, the illegal gambling game of fahfee and its operation become emblematic of the imbrication of Chinese immigrants within the urban space, positioning the figures in the text within the broader historical and literary archive of Johannesburg and thereby asserting a rootedness within the (post-)apartheid city. It highlights the complexity of the relationship between the self and the (post-)apartheid city and the formulations of belonging that arise as a result. [ABSTRACT FROM AUTHOR]

This comparative case study examines the policies of two new immigrant destinations in the United States and Canada that in the past 20 years experienced a rapid influx of immigrants. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district, and school-level policies. Interviews with immigrant students in these communities show how these policies shaped their schooling experiences and communicated important messages to them about their role in their new communities, thus shaping their political identities. The findings highlight the important interplay of these different policymakers in shaping the contexts of receptions students encountered. The paper concludes by discussing educators' role in working to craft more equitable policies.

The purpose of this paper is to report on the state of both professional licensure and the practice of speech language therapy in the diaspora spaces of the United States and Canada. Additionally, this paper discusses best practices for collaborating with, providing care to, and facilitating professional growth among the Arab diaspora. We begin by examining the practical contexts of professional certification in speech-language therapy in the US and Canada, particularly for bilinguals and Arab clinicians followed by a discussion of the challenges in care provision unique to Arabs in the diaspora. The paper is framed around these substantial differences in providing care to Arabs living in the Arab world, as opposed to those living in the diaspora; this is in order to encourage clinicians to consider social factors in the provision of a culturally responsive practice. These discussions exemplify how different contexts require clinicians to expand their practice beyond the positivist, raciolinguistic based assessment and intervention approaches exemplified in biomedical fields. Such outlooks are primarily focused on the biological bases of communication disorders and therefore overlook and/or pathologize both their sociocultural backgrounds and their interaction with communication differences and disabilities. In reality, these reflections are critical to designing effective assessments and interventions in clinical care in Speech, Language, and Hearing Sciences. [The page range cited (pp. 130-197) on the .pdf is incorrect. The correct page range is pp. 129-198.]

This paper explores 'decolonial love' as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term 'decolonial love' and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.

In the current age of border talk, border enforcement, and of draconian policies that further separate and break up families, children who remain in the country of origin are rarely asked what they understand the border and the United States to be like. Media vehicles and academic papers have reported the brutal effects of family separation at the border for children and families. In order to further understand how young children make sense of their feelings of loss and separation psychologists and members of the American Academy of Pediatrics have collected drawings done by children to understand how trauma has manifested in the minds of children during detention and separation. However, another facet of children's perceptions of the United States, migration and family separation also exist a little farther away from the physical border that divides the U.S. and Mexico. This paper, then, addresses the questions: How do Mexican children in Mexico make sense of their family separation through their drawings? How are children's drawings and narratives describing how they see and understand the United States? In this paper, we analyze 50 drawings from children in Puebla, Mexico who have one or more parents living in the United States. Data for this paper stems from a 3 year, multi-sited ethnography that spanned New York City and several states in Mexico.

In this article, the author discusses the complexities of immigrants registration under the U.S. Immigration and Nationality Act (INA) and the requirement for immigrants to carry the legal papers regarding the national identity.

System barriers to effective healthcare engagement and navigation contribute to healthcare disparities among Latino children with immigrant parents in the US. We evaluated a nine-minute educational video supporting healthcare navigation and engagement skills of Spanish-speaking Latino parents of infants. Participants viewed the video at their child's 2-month well-visit, completed a pre-and post-video knowledge evaluation, and answered open-ended questions on video style. A paired t test was used to examine differences in knowledge and open-ended responses were coded using an iterative, consensus-based process. Of the 79 participants, 63.3% had an education level below high school diploma/GED and 84.8% were at risk for limited health literacy. There was a significant gain in healthcare navigation and engagement knowledge after watching the video (p < 0.001). Parents expressed that the video was interesting and provided useful information. Parents valued the knowledge gained and preferred videos over written materials for receiving culturally and linguistically tailored health education. [ABSTRACT FROM AUTHOR]

Family separation policies' impacts on children's education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.

There is a paradox within United States immigration policy. Immigration policy separates families while also promising family unity. We address this paradox by arguing that state actors use "family" as a state-granted status. The state perceives some households as families and grants them benefits, while forcing other households to live as legal strangers. Individuals may form familial relationships, but the privileges and status of family are controlled by state actors and institutions. When state actors separate low-wage immigrant worker families, the state's family-status-granting power keeps these workers and their families in a state of "deportability"-a legally ambiguous limbo-satiating business interests and securing a captive low-wage workforce. Lacking legal legitimacy, but financially and socially tied to their families and communities in the U.S., these immigrants have few options but to accept off-the-radar work and to raise their children while living as "outlaws.". [ABSTRACT FROM AUTHOR]

Introduction: Fresno, California, is home to more than 30,000 Hmong. The purpose of this research was to explore the utilization of Hmong shamans 40 years after the first Hmong immigrants arrived in the United States. Hmong shamanism is examined to identify and analyze changes to shamans' practices or patients. Methods: Using grounded theory, semistructured interviews were conducted with a convenience sample of 20 shamans in their homes. Transcribed data were qualitatively analyzed. Results: Shamans continue to train and practice in this community; utilization by older patients persists while young adult patients have become the fastest-growing group of users. Healing rituals have changed in response to the legalities of animal sacrifice in urban areas and the time demands of work schedules. Discussion: Nurses' awareness that the availability of biomedicine does not preclude the continuing or recurring utilization of traditional healers can facilitate understanding of culturally defined health care needs. [ABSTRACT FROM AUTHOR]

This practitioner inquiry article examines the role that multimodal literacy plays in the organizing of Latinx immigrant youth in the U.S. Co-written by two of the youth who participated in this research, alongside the fellow immigrant activist who designed and carried out the year-long study, this paper analyzes a subset of qualitative data from the research and argues that young Latinx immigrant organizers are organic intellectuals who, as grassroots educators, mobilize their coalitional multimodal literacies to critically examine the common sense, meaning the dominant and taken-for-granted assumptions, of the immigrant rights movement in the U.S., and transform it into one that is inclusive, intergenerational, and challenging of colonial logics that separate oppressed and racialized communities from each other. Implications include conceptualizing socioemotional relational intuition as a component of multimodality and engaging young Latinx immigrants as grassroots educators whose coalitional multimodal literacies envision and enact a decolonial world.

This paper compares the educational achievement and growth of Latinx third through eighth-grade students attending school along the U.S.-Mexico Border and in the interior of the four Border states. The theories of structural and legal violence predict that powerful Anglos have created systems of social reproduction, concentrated disadvantage, and immigration law that reduce Latinx education close to the U.S.-Mexico Border. We test these theories with data from the Stanford Education Data Archive (SEDA), which contains information on Latinx achievement and growth in all public school districts in the four Border states. We find that Latinx achievement and growth are similar along the Border and in the interior except in Texas, where concentrated disadvantage dramatically lowers Latinx achievement and growth. We also find that social reproduction is more beneficial for Latinx youth along the Border because, surprisingly, Latinx adults tend to be more educated near the border than in the interior. We find no evidence that immigration laws reduce education more near the Border than in the interior. We discuss the implications of our findings for theory and policy.

No term defined the last U.S. presidency, and public discourse accompanying it, more so than "the Wall" and, with it, the U.S.-Mexico border more broadly. That discourse, however, has mostly been characterized by an a-historic, unproblematized, and under-theorized notion of "border." Our experiences as curriculum scholars and teacher educators have illustrated that a similar stance about the border has taken place in public education. We begin from the assumption that the border is very real, but it is socially constructed and maintained, and impacts different groups differently. Borders are thus not only geographic markers but political, cultural, economic, and psychological disruptors of places and those living in them. In order to better understand these complex dimensions, we engage in an extended analysis of two cases, the U.S.-Mexico border and the internal displacement of the Rohingya of Myanmar, building upon prior theorizing by considering both the discursive and affective dimensions of each and implications for curriculum and pedagogy. The paper concludes with suggestions for applying these considerations in practice and questions for future inquiry.

Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under-researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how 'international' schools on the African continent have emerged as places where young transnational Africans can acquire cosmopolitan and Afropolitan competencies and outlooks.

This paper reveals the complex intersectionalities of immigrant identity construction, nationalisms (and national exceptionalisms), and how Greek culture/language schools in the United States significantly influenced and created a Greek and Greek-American Identity. Drawing on the Chicago experience and the Socrates and Koraes Greek-American Schools, this paper interrogates the collaborative relationship between the Greek state, the Greek community in the United States and Greek culture/language schools. Part I of this paper discusses the spatial/scalar character of the construction of the Greek culture/language school phenomenon, and the role of the Greek state played in fixing the definition of "Greekness" by establishing a normative historiography and national identity for the homeland. Also considered in this part is the complex relationship of immigrant identity construction, nationalisms and the construction of Greek national identity using geography and history. Part II surveys the empirical dimension of the phenomenon of Greek culture/language education in the United States. Early Greek immigrant efforts sought to preserve a Greek cultural identity through the Greek culture/language schools. Over time questions arose on what type of Greek identity would be (or could be) preserved in the United States.

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fueled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrollment, reduction, and accreditation within university-based teacher education and training programs as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach taken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue.

In the past few decades, literature has consistently suggested that bilingual children are at risk for academic failure due to their limited language skills. However, many of these studies included underprivileged bilingual children, and few of them attempted to disentangle the effects of bilingualism from the effects of socio-economic status. Critically, it is not clear how the language and literacy skills of bilingual children develop when they benefit from home support. This paper presents the case study of a child who emigrated from Romania to the United States at the age of 4.8 and enrolled in preschool with no prior knowledge of English. With support from his family, by the end of the 4th grade, his English vocabulary was 2.5 standard deviations above national norms (11th grade level equivalent), and all other standardized language and reading comprehension measures placed him between the 82nd and the 99th percentile. This study suggests that the socio-economic status (in general) and the home language and literacy environment (in particular) has the potential to play an important role in the language and literacy development of bilingual children.

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education "vis-a-vis" its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified -- "integration", "achievement" and "sustainability" -- to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.

Students in the United States and Japan from high and middle socioeconomic (SES) backgrounds are afforded greater academic opportunities due to the systemic presence of hegemony in public schools (Darvin and Norton in "J Lang Identity Educ" 13(2):111-117, 2014). Minority and immigrant students, the majority coming from low SES, are more likely to suffer the negative effects of tracking. This paper explains how Mexican immigrant students in the United States, and Korean students in Japan are tracked into lower-level courses throughout their educational careers. Using critical structuralism as a theoretical framework, the paper analyzes the two educational systems and explains the implications of tracking on students' access to higher education. The paper presents mediating mechanisms against the negative effects of lower-level tracking, while arguing for college preparatory education for Mexican and Korean immigrants in the U.S. and Japan respectively.

In contemporary society, global population movements, global conflict and ensuing migration have resulted in the presence of bicultural children in many nations, with multiple possibilities for musical engagement emerging within their home and host cultures. For these children, issues of social integration, identity construction, and cultural maintenance and change must be negotiated on a continual basis. This paper explores some of the ways in which music participation, and more specifically, participation in musical play, contributes to the well-being of bicultural children. In particular, the paper addresses the contribution of musical activities to the well-being of newly arrived refugee and voluntary migrant children and the ways in which these musical activities provide new musical and social beginnings for these children and young people. Drawing on research from the fields of music education, ethnomusicology, evolutionary musicology, anthropology, psychology and refugee studies, this paper focuses on my current research involving newly arrived forced and voluntary migrant children in Australia, but also on my previous cross-cultural study of musical play in a number of countries. Specific reference is made to Iraqi, South Sudanese and Sierra Leonean refugee children and young people in Australia, Punjabi children in the UK and newly arrived Central and South American immigrants in the USA.

Each year, approximately 1,500 youth migrate alone and clandestinely from China to the United States. If apprehended and placed in removal proceedings, these individuals and their legal advocates often prioritize specific narratives of family and age to qualify for legal relief. Such narratives are not new, of course. Shaped and arguably demanded by the law and broader ideologies of race, childhood, and citizenship, in many ways these accounts reflect both the intent and the constraints of an earlier subset of migrants, the Chinese “paper sons” who purchased family stories and identity papers to circumvent the Chinese Exclusion Act. Yet, as this article demonstrates, a meaningful divergence exists—one chiefly dependent on contemporary migrants’ status as “children.” For Chinese youth designated Unaccompanied Alien Children, establishing the vulnerability worthy of protection largely relies on a complex tale of cultural obligation and coercive, exploitative parents. As a result, instead of selecting one family over another as a century ago, today a specific and considerably more damaging image of the migrant’s family is put forth. Moving between the “paper sons” at the start of the 20th century and those daughters and sons at the end, this article critically explores the role that relatedness, either fictitious or filtered, plays in establishing legal relief in the United States. It likewise examines the unsettling of valued ties that occurs when actual, intimate relationships are silenced or diminished in the process. [ABSTRACT FROM AUTHOR]

In an increasingly mobile world, the integration of immigrants and displaced individuals is an important factor in creating cohesive and inclusive societies. Integration has different dimensions; this scoping review examines the conceptualization and measurement of economic integration among immigrants and refugees in the United States. Quantitative peer-reviewed journal papers measuring or conceptualizing the economic integration of first-generation documented adult immigrants or refugees in the United States, as well as relevant conceptual or theory papers on this topic, were included in the review. The search strategy included an online search of the Web of Science Core Collection, PsycINFO, Applied Social Sciences Index and Abstracts (ASSIA), and EconLit. Additional search strategies included scanning the reference lists of studies identified as relevant in the initial database search. An analysis of 72 studies included in the review using a data extraction table reveals seven key domains of economic integration: income and economic security, employment and occupational categories, assets and use of financial services, neighborhood and housing, health, education, and use of public assistance. Income and economic security emerged as the most common indicators of integration in the reviewed studies. Notably, less than half of the reviewed publications had a multidimensional approach to defining or measuring economic integration, and the majority of studies were focused on immigrants, with a smaller proportion dedicated to refugees. This review emphasizes the need for comprehensive frameworks in assessing economic integration among immigrants and refugees, reflecting the multifaceted nature of their economic integration experiences. [ABSTRACT FROM AUTHOR]

Diaspora vloggers--migrants who produce video blogs in the language of their home countries for a transnational diaspora community--have been a largely overlooked group in the studies of social media. This paper focuses on the unique role of Chinese diaspora vloggers during an unprecedented global event--the COVID-19 pandemic. Using manual keyword search (e.g., "zhaijia riji," "faguo yiqing") and chance sampling (i.e., following platform recommendation), we collected 26 videos (07:44:30) from six Chinese YouTube micro-influencers (1-100k followers) located in Germany, the US, Australia, France, Italy, and Korea. Drawing on theories of narrative and stance-taking, we analyzed how these diaspora vloggers relate their experience during the COVID-19 pandemic. Results show that vloggers display both universal (e.g., fears) and culturally specific (e.g., mask-wearing) feelings, and invite their viewers to co-construe the emotional experience (e.g., the pronoun "ni" and address term "dajia"). Moreover, through different ways of "being Chinese", vloggers orient their discourse to a unique audience--transnational Chinese-speaking diaspora. Our findings point to the emergence of a new form of migrant identity in the age of social media and highlight the importance of understanding such identities in delivering public health information in global emergencies such as the COVID-19 pandemic.

Farzana Shain reviews two books: (1) Seeing Race Again: Countering Colorblindness across the Disciplines, edited by Kimberle Williams Crenshaw, Luke Charles Harris, Daniel Martinez HoSang and George Lipsitz, 2019; and Education and Race: From Empire to Brexit, by Sally Tomlinson, 2019, Bristol, Policy. Shain begins this review by saying that we are now entering a new period for race relations in the US and UK. What Gramsci (1971) described as the 'morbid symptoms of the interregnum', can be seen in the revival of populist politics and renewed enthusiasm for nationalist policies across a number of countries as they respond to the impact of the global crash in 2008. Immigrants, those seeking asylum and minorities were the first to be blamed for the failures of flawed neoliberal financialisation policies and the wild speculation that went with it, which most economists now agree caused the crash (Bresser-Pereira 2010; Pettifor 2017). From the UK's Brexit referendum in 2016, the Trump election in 2016, to the nationalist policies pursued by Prime Ministers' Narendra Modi in India, Shinzo Abe in Japan, Jair Bolsanaro in Brazil, and President Recep Tayyip Erdogan in Turkey, the minority groups within each nation-state are being blamed for declining living standards. Similar trends have been identified in the Philippines, China and India and in South Africa. Across European countries, recent elections have seen a rise in support for parties that promote xenophobic nationalism, economic protectionism and anti-immigration rhetoric. There has been a shift to right populism by existing parties in order to win votes (Inglehart and Norris 2016; Dennison and Geddes 2019) in the particularly volatile and uncertain economic and political context following the global crisis of 2008, the effects of which are still continuing -- this is the 'new interregnum'. Political analyses of events such as the Brexit referendum and Trump's victory in the US election in 2016, and a number of right populist parties' performances in the European elections in 2019, have noted that a significant proportion of the electorate was motivated to vote for anti-immigration parties not only because of economic insecurity but for long standing reasons of cultural insecurity, racial resentment and a marked hostility to 'others', most notably, Muslims and asylum seekers. These sentiments are captured within the cultural backlash theory of voting behaviour. Slogans such as 'Take Our Country Back' (Brexit, UK, 2016), 'Make America Great Again' (Trump election campaign 2016), and 'Get Brexit Done' (UK General Election 2019), do not explicitly mention race but speak to the cultural insecurities of many whites through plugging into a nostalgia for the 'good old days'. In this review, Shain asks the following questions: (1) What is the cultural nostalgia for? and what role does education play in feeding it? Shain identifies these questions as at the heart of the two books under review and she discusses those questions in detail in the sections of this review that follow. She notes that the books contain many rich examples of the methods that sustain white supremacy including the operation of apparently race and power-blind discourses such as merit and opportunity. Both books speak to these decolonising movements which are still in the process of agreeing what decolonise means and how it must be achieved. Shain closes the review by saying that while neither book offers a substantive conclusion chapter, both books make an invaluable contribution to current debates at a time when the right populism is on the rise again. She states that there are, inevitably, some gaps in the books however she found them extremely timely and will no doubt be referenced widely in interdisciplinary conversations focussed on challenging new racisms in education.

Although scholars have studied migrant children who translate for their families, less is known about how these experiences matter for life-long literacy experiences. This article argues that child language brokers develop advanced skills in literacy and rhetoric from which they draw throughout their lives, in multiple contexts.

Transnational Asian adoptees are a unique and understudied population that potentially faces oppression and confusion. Educational institutions are often unresponsive to the needs of immigrant groups, particularly ones with unique circumstances like transnational Asian adoptees. Not only is there a gap generally in the critical and empirical literature across fields when it comes to this population, but it is almost entirely missing from the educational literature. This conceptual paper contributes a better understanding of transnational adoptees through a third space framework. We seek to critically analyze and synthesize the literature on transnational Asian adoptees. The outcome of the investigation bridges the adoption and education literature, situating it within the educational context. In doing so, we present educational implications of transnational Asian adoption that lay the groundwork for much needed empirical analyses.

The growing prevalence of cardiovascular diseases in the United States (US) has disproportionately affected minority populations more than their white counterparts. A population that is often overlooked is the Asian American population, particularly Southeastern Asian immigrants. Despite having relatively favorable socioeconomic indicators compared to the general US population, Asian Americans, specifically Southeast Asian individuals, face a significant burden of traditional cardiovascular risk factors and are considered a high cardiovascular disease risk group. In addition, most studies have aggregated Asian populations into one major racial group rather than analyzing the different ethnicities among the Asian categorization. While some studies suggest that the acculturation process has some degree of impact on cardiovascular health, there has not been a widely-used tool to measure or ascertain the totality of acculturation. Instead, multiple proxies have been used to measure acculturation, and prior studies have argued for more culturally-tailored acculturation proxies. This paper aims to assess the implications of different acculturation measures on cardiovascular health among Asian Americans, particularly Southeastern Asian immigrants. The following proxies were expanded on in this paper: English spoken at home, length of stay in the US, religiosity and spirituality, and admixed family structures. Previous studies showed that as the length of stay in the US increases, the burden of cardiovascular risk factors increases. However, the impact of English spoken at home, religiosity, and admixed family structure are still inconclusive given the extent of current studies. While most studies suggest that an increase in acculturation increases the risk of cardiovascular disease, it is critical to note that acculturation is a multifaceted process. Therefore, more studies are necessary to appropriately examine the implications of various acculturation processes on cardiovascular risk factors in Asians, specifically Southeastern Asian individuals in the US. [ABSTRACT FROM AUTHOR]

This paper investigates measurement invariance as it relates to migration background using the Program for International Student Assessment measure of social belonging. We explore how the use of two measurement invariance techniques provide insights into differential item functioning using the alignment method in conjunction with logistic regression in the case of multiple group comparisons. Social belonging is a central human need, and we argue that immigration background is important factor when considering how an individual interacts with a survey/items about belonging. Overall results from both the alignment method and ordinal logistic regression, interpreted through a diffractive lens, suggest that it is inappropriate to treat peoples of four different immigration backgrounds within the countries analyzed as exchangeable groups.

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.

The aim of the present study was to focus on how students articulate and discuss what factors influence students' decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students' bystander acts vary depending on situational factors that influence bystanders' interpretations of bullying and decision-making about how to respond to observed bullying.