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Displaced peoples are often excluded from institutional, community, and public processes in the United States, including in knowledge production spaces where researchers and educators may discuss problems and devise solutions. In this article, we explore the benefits and challenges inherent in the co-construction of knowledge spaces designed with the intent of serving refugee communities. To do so, we examined the Western New York Refugee Health Summit, an event held for eight years where actors convened from three spaces, i.e., institutional, community, and public. Findings are derived from the situated knowledge of the authors (actors embedded in the conception and execution of the Summit) and a qualitative descriptive analysis of eight Summit reports and event evaluation data. Findings illuminate how collaboration across these spaces is co-constructed, as well as challenges inherent in co-construction from an institutional perspective—including our attempts to contest institutional power dynamics. We conclude with a discussion of research and practice-based lessons for co-constructing spaces with and including the voices of refugee community partners. [ABSTRACT FROM AUTHOR]

This article presents findings from a systematic literature review that examined various forms of adolescent sexting, and as relevant to educator responsibilities in the support of prosocial behavior and teen dating violence (TDV) prevention within the United States. Proceeding in three parts, part one documents study methodology and offers an overview of adolescent sexting. This section also discusses tensions between sexting as adolescent empowerment and as a form of dating violence. This is followed by a deeper examination of how adolescent sexting is connected to other forms of sexual violence documented to disproportionately affect heterosexual females. Though laws on sexting are minimal, part three discusses U.S. federal and Supreme Court guidance having particular significance for this issue. This section also presents the case of New York State (NYS) to consider the connection between localized policies and schooling practices. Concerned with sexting as a form of consensual adolescent behavior, this article concludes with considerations for educational research, policy, and practice. This article contributes to established research literature weighing the prosocial aspects of sexting against those factors that contribute to and make it difficult to leave a violent relationship. Though empirical research was limited, it also highlights existent research on sexting as relevant to underserved and marginalized adolescent subgroups. [ABSTRACT FROM AUTHOR]