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Addressing the particular context of China, this article has two aims. First, it offers reflections on the possibilities and limitations of using user-generated short videos (vlogs) as research data both methodologically and ethically. We specifically explore the potential of centering vlogs as a new format for examining motherhood behavior across online and offline spaces. Secondly, it adds to the thematic literature on the (re)production and representations of motherhood. We critically examine the rising phenomenon in China of the stay-at-home mother, by exploring how these mothers use short video platforms. Inductively learning from the thematic analysis of short videos of stay-at-home mothers published on Douyin, the patterns in the data indicate three distinct forms of labor are performed through digital motherhood practices: domestic labor, affective labor, and entrepreneurial labor. Drawing on these patterns, we update the original framework of “motherhood 2.0,” which was coined in the 2010s to address mothering practices in industrialized western societies. We extend this framework and conceptualize “motherhood 3.0” by analyzing a type of Chinese community-based intersectional performance of motherhood, gender, and labor that we see emerging in digital cultural production centered on short videos. Mediated labor within online and offline motherhood practices is informed by social, cultural, and technological factors. Digital technologies and mobile media communication provide new means for stay-at-home mothers to navigate between their roles as devoted mothers and their pursuit of self-actualization.

This editorial introduces the thematic issue titled Inclusive Media Literacy Education for Diverse Societies. We start by introducing our aims for developing a more open and inviting approach to media education. We argue for a media education that acknowledges a variety of voices, and that provides skills and recognition for everyone, irrespective of their social class, status, gender identification, sexuality, race, ability, and other variables. The articles in this issue address the role of media literacy education in relation to questions of in- and exclusion, social justice, voice, and listening. The issue covers a variety of critical, non-Western perspectives needed to challenge dominant regimes of representation. The editorial is enriched by the artist Neetje’s illustrations of the workshop that preceded the publication of this thematic issue.

Upon arrival to Europe, young migrants are found grappling with new language demands, cultural expectations, values, and beliefs that may differ from global youth culture and their country of origin. This process of coming-of-age while on-the-move is increasingly digitally mediated. Young migrants are “connected migrants”, using smart phones and social media to maintain bonding ties with their home country while establishing new bridging relationships with peers in their country of arrival (Diminescu, 2008). Drawing on the feminist perspective of intersectionality which alerts us socio-cultural categories like age, race, nationality, migration status, gender and sexuality impact upon identification and subordination, we contend it is problematic to homogenize these experiences to all gay young adult migrants. The realities of settlement and integration starkly differ between desired migrants – such as elite expatriates and heterosexuals – and those living on the margins of Europe – forced migrants and lesbian, gay, trans, queer and intersex (LGBTQI) migrants. Drawing on 11 in-depth interviews conducted in Amsterdam, the Netherlands with gay young adult forced and voluntary migrants, this paper aims to understand how sexual identification in tandem with bonding and bridging social capital diverge and converge between the two groups all while considering the interplay between their online and offline entanglements of their worlds.