Journal articles on the topic 'Youth-centred approach'

Abstract The COVID-19 pandemic is an unprecedented global crisis, affecting millions globally and in Canada. While efforts to limit the spread of the infection and ‘flatten the curve’ may buffer children and youth from acute illness, these public health measures may worsen existing inequities for those living on the margins of society. In this commentary, we highlight current and potential long-term impacts of COVID-19 on children and youth centring on the UN Convention of the Rights of the Child (UNCRC), with special attention to the accumulated toxic stress for those in difficult social circumstances. By taking responsive action, providers can promote optimal child and youth health and well-being, now and in the future, through adopting social history screening, flexible care models, a child/youth-centred approach to “essential” services, and continual advocacy for the rights of children and youth.

Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students’ wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.

(1) Background: This article adopts an interdisciplinary perspective to analyse, examine, and reflect upon prominent health literacy (HL) understandings in childhood and youth. (2) Method: The conceptual analysis combined Rodgers’ and Jabareen’s approaches to conceptual analysis in eight phases. (3) Results: First, we present exploratory entry points for developing a child-specific HL understanding based on the six dimensions of a ‘health-literacy 6D model’. Second, we describe and reflect upon five meta-level dimensions covering the HL definitions and models for children and youth found in the conceptual analysis. Third, we integrate our findings into a target-group-centred HL definition for children and youth. (4) Discussion/Conclusion: This article raises awareness for the heterogeneity of the current conceptual HL debate. It offers a multidisciplinary approach for advancing the existing understanding of HL. Four recommendations for future actions are deduced from the following four principles, which are inherent to the proposed target-group-centred HL definition: (a) to characterize HL from an asset-based perspective, (b) to consider HL as socially embedded and distributed, (c) to recognize that HL develops both in phases and in flexible ways, and (d) to consider the multimodal nature of health-related information. Further research is necessary to test the feasibility and applicability of the proposed definition and conceptual understanding in both research and practice.

Purpose This paper aims to challenge existing assumptions in talent management (TM) research, showcasing a misalignment between commonly held assumptions and the characteristics of the youth-intensive hospitality sector workforce. Design/methodology/approach Following a review of the TM literature, Piirto’s educational talent pyramid is adopted to conceptualize a recalibration. Drawing on multidisciplinary literatures (i.e. adolescent development, youth employment, positive psychology), and adopting a (talent) developmental approach, a reframing of prevalent TM discourses is enunciated based on the logic that the hospitality workforce is predominantly in a developmental state. Findings TM discourses are misaligned with the workforce composition of the hospitality industry, which is dominated by young, often unexperienced, workers. The need for dramatically recalibrated TM structures and underlying assumptions, centred around a greater attention to the “development” of talent and a more employee-focused and inclusive approach, can facilitate greater alignment between TM and hospitality. Research limitations/implications This paper extends a body of work advocating for more inclusive TM and developmental postures. The contribution, via a hospitality industry context, has been to create linkages between talent- and youth-development discourses. Practical implications This paper outlines a number of implications, among which are a pathway forward for hospitality industry to rebuild its poor HRM image and conversion of “transient” hospitality jobs to career jobs (for youth). Originality/value This paper identifies youth as a distinct workforce entity and suggests that hospitality jobs represent a critical developmental context for young people, resulting in a series of critical implications for TM practice and theorizing.

Purpose The purpose of this paper is to determine the extent to which youth have ready access to alcohol and the extent to which immediate family influence affects consumption. Design/methodology/approach This qualitative descriptive exploratory study undertook semi-structured peer-group interviews with 20 participants from four New Zealand high schools. The interviews centred on exploring the “general” experiences of youth related to alcohol access – but with a focus on alcohol access “at home” and the parental role. Findings The study confirmed that the home unit was the main source of alcohol for most youth and parents were the most common source of provision. Parents provided financial access to alcohol by giving their child money to purchase it themselves through older family members or friends. It was also found that youth used negotiation strategies with their parents to influence their consumer purchases of alcohol. Research limitations/implications Youth frequently used strategies such as pressure tactics, exchange tactics, ingratiating tactics and consultation tactics to influence their family’s decision-making process and to pressure their parents into supplying them with alcohol. Practical implications It is important to recognise the role that family play as “gatekeepers” for readily allowing access and supplying youth with alcohol – and the reasons for doing so. Social implications Alcohol plays an important part in many societies. It is important to understand how young people consume and access alcohol – particularly when the family plays a major role in access and consumption. Originality/value Many studies have been conducted in relation to youth and alcohol consumption. Very few, as far as we can tell, explore the role of the family from the young consumers’ perspective and especially from a qualitative narrative perspective.

Adolescents 360 (A360) is a four-year initiative (2016–2020) to increase 15-19-year-old girls’ use of modern contraception in Nigeria, Ethiopia and Tanzania. The innovative A360 approach is led by human-centred design (HCD), combined with social marketing, developmental neuroscience, public health, sociocultural anthropology and youth engagement ‘lenses’, and aims to create context-specific, youth-driven solutions that respond to the needs of adolescent girls. The A360 external evaluation includes a process evaluation, quasi-experimental outcome evaluation, and a cost-effectiveness study. We reflect on evaluation opportunities and challenges associated with measuring the application and impact of this novel HCD-led design approach. For the process evaluation, participant observations were key to capturing the depth of the fast-paced, highly-iterative HCD process, and to understand decision-making within the design process. The evaluation team had to be flexible and align closely with the work plan of the implementers. The HCD process meant that key information such as intervention components, settings, and eligible populations were unclear and changed over outcome evaluation and cost-effectiveness protocol development. This resulted in a more time-consuming and resource-intensive study design process. As much time and resources went into the creation of a new design approach, separating one-off “creation” costs versus those costs associated with actually implementing the programme was challenging. Opportunities included the potential to inform programmatic decision-making in real-time to ensure that interventions adequately met the contextualized needs in targeted areas. Robust evaluation of interventions designed using HCD, a promising and increasingly popular approach, is warranted yet challenging. Future HCD-based initiatives should consider a phased evaluation, focusing initially on programme theory refinement and process evaluation, and then, when the intervention program details are clearer, following with outcome evaluation and cost-effectiveness analysis. A phased approach would delay the availability of evaluation findings but would allow for a more appropriate and tailored evaluation design.

Adolescents 360 (A360) is a four-year initiative (2016–2020) to increase 15-19-year-old girls’ use of modern contraception in Nigeria, Ethiopia and Tanzania. The innovative A360 approach is led by human-centred design (HCD), combined with social marketing, developmental neuroscience, public health, sociocultural anthropology and youth engagement ‘lenses’, and aims to create context-specific, youth-driven solutions that respond to the needs of adolescent girls. The A360 external evaluation includes a process evaluation, quasi-experimental outcome evaluation, and a cost-effectiveness study. We reflect on evaluation opportunities and challenges associated with measuring the application and impact of this novel HCD-led design approach. For the process evaluation, participant observations were key to capturing the depth of the fast-paced, highly-iterative HCD process, and to understand decision-making within the design process. The evaluation team had to be flexible and align closely with the work plan of the implementers. The HCD process meant that key information such as intervention components, settings, and eligible populations were unclear and changed over outcome evaluation and cost-effectiveness protocol development. This resulted in a more time-consuming and resource-intensive study design process. As much time and resources went into the creation of a new design approach, separating one-off “creation” costs versus those costs associated with actually implementing the programme was challenging. Opportunities included the potential to inform programmatic decision-making in real-time to ensure that interventions adequately met the contextualized needs in targeted areas. Robust evaluation of interventions designed using HCD, a promising and increasingly popular approach, is warranted yet challenging. Future HCD-based initiatives should consider a phased evaluation, focusing initially on programme theory refinement and process evaluation, and then, when the intervention program details are clearer, following with outcome evaluation and cost-effectiveness analysis. A phased approach would delay the availability of evaluation findings but would allow for a more appropriate and tailored evaluation design.

Purpose – The purpose of this paper is to examine the role of moral conversations (MCs) within the context of youth justice as a potential resource for the process of change towards desisting from crime among a group of young offenders. It is centred on engagement with the perceptions and values of youth offenders in seeking to engage and work effectively with them, to consider in what ways the art of MCs and using askesis or practice to develop oneself can enable or constrain young people in their endeavours. Design/methodology/approach – Semi-structured interviews were conducted with 40 young offenders to ascertain their beliefs and values in relation to their attitude to offending. Findings – The research found that an examination of an individual’s worldview through a MC enables practitioners to identify the potential and motivation for change. It can identify both the enablers and barriers to change, and elicit a young person’s real attitudes to offending. Crucially, the research found that through this process individuals can begin to think more about the possibility of transformation and the steps needed to modify their offending behaviour, in order to move away from crime and to begin to implement an alternative future. Research limitations/implications – The research is based on a small sample of 40 young offenders. However, the findings suggest that further research should be conducted in this area. Social implications – The research raises questions about how the issue of beliefs and values in relation to young offenders is navigated within the youth justice system. Originality/value – The research examines an area of research that is often neglected and which has previously received little attention. The findings are of interest for academics and practitioners concerned with recidivism and the factors that contribute to changes in behaviour for young offenders.

Finland is trying to expedite and support young people?s transition to productive adulthood in various ways. Face-to-face guidance in multi-agency service points, the One-Stop Guidance Centers, has formed a central means for the last three governments. In these centres, a young person under the age of 30 can get help from different professionals in matters related to work, education and everyday life. This study asks how the centres define their tasks and target groups, and how the centres relate to the service reformation. The data consists of peer-learning surveys for the employees of the centres, conducted in 2015, 2016 and 2017.The research approach is inspired by membership categorisation analysis (MCA) pointing out that institutions think and act by means of categories: they produce client classifications and problem definitions, which define their service provision. The data analysis mixes MCA and content analysis. The centres have no dominant administrative sector or profession that would provide the target settings and categorisations to be directly applied in their work. Instead, these are negotiated inter-professionally and locally. The analysis shows that the employees reflect their task against the problems of the old service provision system. The centres want to stand apart from the bureaucratic and siloed service provision system as a youth-centred and holistic service. Developing a new way of working necessarily means questioning the conventional categories of clients and actions. Yet, the possibility to develop the ?new? varies between the professional groups and the geographic areas. The detailed and detached legislation of different administrative branches also delimit it.

IntroductionChildren and youth with mental health and addiction crises are a vulnerable patient group that often are brought to the hospital for emergency department care. We propose to evaluate the effect of a novel, acute care bundle that standardises a patient-centred approach to care.Methods and analysisTwo paediatric emergency departments in Alberta, Canada are involved in this prospective, pragmatic, 29-month interventional quasi-experimental study. The acute care bundle comprises three components, applied when appropriate: (1) assessing self-harm risk at triage using the Ask Suicide-Screening Questionnaire (ASQ) to standardise the questions administered, enabling risk stratification; (2) use of the HEADS-ED (Home, Education, Activities/peers, Drug/alcohol, Suicidality, Emotions and behaviour, Discharge Resources) to focus mental health evaluations for those who screen high risk on the ASQ; and (3) implementation of a Choice And Partnership Approach to enable shared decision making in care following the emergency department visit. The overarching goal is to deliver the right care at the right place and time for the patients. The study design involves a longitudinal collection of data 12 months before and after the introduction of the bundle and the use of quality improvement strategies such as Plan-Do-Study-Act cycles during a 5-month run-in period to test and implement changes. The primary study end-point is child/youth well-being 1 month after the emergency department visit. Secondary outcomes include family functioning, child/youth well-being at 3 and 6 months, satisfaction with emergency department care, and health system outcomes (hospital admissions, length of emergency department stays, emergency department revisits).Ethics and disseminationThe study is registered at www.ClinicalTrials.gov and has received ethics and operational approvals from study sites. The results of the study will be reported in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology statement. Results will be shared broadly with key policy and decision makers and disseminated in peer-reviewed academic journals and presentations at conferences.Trial registration numberNCT04292379.

E-mental health programmes have great potential to provide young people with access to mental health support. However, it is commonly reported that adherence to these programmes is low. Low adherence can be problematic, particularly if young people do not receive the full benefits of a programme. In a research trial setting, non-adherence to treatment recommendations can prevent researchers from drawing strong conclusions about effectiveness. Although adherence has been recognised as an issue in need of attention, many of the reviews available are focused on adults and lack clear direction towards what strategies to employ. This paper presents a broad review of the adherence literature, focusing on factors associated with improving adherence to e-mental health among youth. Our view on the key elements to improve adherence identified from the existing literature are presented, and key recommendations for e-mental health intervention design are provided. These include: developing and communicating adherence guidelines based on individuals’ needs and symptom severity, including customisable features to provide a tailored experience and promote a sense of agency, including engagement checks and adopting a user-centred approach by utilising strategies such as co-design. This paper provides guidance to intervention designers and researchers by outlining recommendations and considerations for intervention development and research design.

Introduction: The Canadian Institute for Health Information reports the rate of child and youth emergency department (ED) visits for mental health complaints increased by 50% between 2007 and 2015. Improving care for these patients is a major priority of Alberta Health Services (AHS). As part of a multi-phased approach to improving care, the Emergency and the Addiction and Mental Health Strategic Clinical Networks (SCNs) surveyed youth who had presented to an ED for mental health or substance use concerns and their families/caregivers. Methods: The online survey contained closed- and open-ended questions on reasons for ED visits, expectations about and experiences during their visits, and areas for improvement. An ethics approved survey was conducted for 4 weeks. Participants were recruited across the province using an extensive array of social media platforms. For each survey, we randomly selected a sample of open-ended responses to thematically analyze to the point of informational redundancy. Results: The Youth survey received 992 responses and the Family survey received 553. A small number of overarching themes emerged. For both surveys, the major themes were 1) Wait times and access: participants were disappointed with lengthy wait times and services in the community. Youth said this made them question their decision to seek help and left them feeling hopeless. 2) Care provider training: participants were unhappy with the quality of care provided (e.g., lack of compassion, minimizing symptoms). They felt better training would improve care and attitudes towards mental health patients. 3) Environment: participants were uncomfortable with the lack of privacy for discussing sensitive topics; youth also requested items such as pens/paper and phone chargers to make the stay more comfortable and provide distractions. An additional theme emerged in the Youth survey regarding family involvement; participants wanted to decide how much/what information is shared with their families. Youth noted they were less likely to be honest with family present. Communication and navigation were mentioned frequently in the Family survey; participants noted the complexity of the mental health care system and felt frustrated by the lack of information to help them access additional resources. Conclusion: There are a number of areas in need of improvement to provide high-quality, patient-centred care to youth with mental health or substance use concerns that present to the Emergency Department. Phase II of this project will involve a review of the themes and determine priorities and strategies to address the themes that could be implemented into the workflow.

Equity in distribution of the benefits of ecotourism is critical as many African communities have remained poor though they occupy areas that are rich in tourism resources. In Kenya, some studies show tourism has been beneficial to most locals and even pro-poor while others reveal different inequalities including elite capture. In light of this divided opinion, this study investigated the distribution of benefits of Ngare Ndare Forest Trust’s and Il Ngwesi Group Ranch’s ecotourism enterprises in Kenya. The study was a cross-sectional survey that applied mixed-methods approach with quantitative data being collected through face-to-face interviews and qualitative data collected using focus group discussions. Its results showed that the two community owned and operated enterprises yielded various benefits to locals but there was limited channelling of these to women, youth and the poor. The study demonstrates that amidst the degrowth movement’s call for a shift from profit-driven development to community-centred approaches, there is need to address inequities that lie at the pinnacle of local participation in which communities own and operate tourism enterprises.

Purpose There is a need to evaluate an adapted Equipping Youth to help One Another (EQUIP) programme for people with intellectual disabilities and forensic needs. The purpose of this paper is to explore a service user’s experience of completing the intervention as part of their transition into the community. Design/methodology/approach A collaborative case report was used. Following hospital discharge and completion of the adapted EQUIP programme, one service user with mild intellectual disability was supported to share their treatment experiences using participatory action research. Findings Findings suggest that while the adapted community EQUIP group can support skills acquisition (e.g. problem-solving), discharge processes and community reintegration, professionals need to maintain a person-centred approach mindful of participants’ complex emotional journeys. Research limitations/implications The design allows for tentative conclusions to be made about the service user’s journey and is not necessarily generalisable. Practical implications There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This report provides some evidence that EQUIP can be adapted to support this population. Originality/value This is the first coproduced publication exploring the experience of a service user with intellectual disability who completed an adapted EQUIP programme.

Purpose Young people’s involvement should lead to research, and ultimately services, that better reflect young people’s priorities and concerns. Young people with a history of treatment for alcohol and/or drug problems were actively involved in the youth social behaviour and network therapy study. The purpose of this paper is to explore the impact of that involvement on the study and what was learnt about involving young people in drug and alcohol research. Design/methodology/approach The initial plan was to form a young people’s advisory group (YPAG), but when this proved problematic the study explored alternative approaches in collaboration with researchers and young people. Input from 17 young people informed all key elements of the study. Findings Involvement of young people needs to be dynamic and flexible, with sensitivity to their personal experiences. Engagement with services was crucial both in recruiting young people and supporting their ongoing engagement. This research identified a need to critically reflect on the extent to which rhetorics of participation and involvement give rise to effective and meaningful involvement for young service users. It also highlights the need for researchers to be more flexible in response to young people’s personal circumstances, particularly when those young people are “less frequently heard”. Research limitations/implications This research highlights the need for researchers to be more flexible in response to young people’s personal circumstances, particularly when those young people are “less frequently heard”. It highlights the danger of young people in drug and alcohol research being unintentionally disaffected from involvement through conventional approaches and instead suggests ways in which young people could be involved in influencing if and how they participate in research. Practical implications There is an apparent contradiction between dominant discourses and cultures of health services research (including patient and public involvement) that often do not sit easily with ideas of co-production and young people-centred involvement. This paper provides an alternative approach to involvement of young people that can help to enable more meaningful and effective involvement. Originality/value The flexible and young people-centred model for involvement which emerged from this work provides a template for a different approach. This may be particularly useful for those who find current practice, such as YPAG, inaccessible.

Increased child and youth overweight and obesity, as well as significant health effects associated with obesity, have led to recommendations for multicomponent prevention programs. In 2005 to 2006, the former Calgary Health Region (now Alberta Health Services) had an opportunity to develop, deliver, and evaluate an early intervention service for families with children at risk for overweight and obesity. Using available evidence and with access to key advisors, core team members developed and implemented a curriculum for a family-focused, behaviour-based education program entitled Make It HAPPEN. A health-centred approach based on the physical, mental, and social well-being of the whole child was used. Physical, selfesteem, and quality-of-life measures were included in program evaluation. After the program, statistically significant reductions in body mass index (BMI) percentile and z-score were seen, as were increases in quality of life. Self-esteem improved significantly for children with initial BMI percentiles of at least 98. Evaluation results indicate that an effective program can be developed with limited resources to meet best practice needs. Potentially, such programs could be integrated into other community obesity prevention programs or within primary health services models.

IntroductionDespite recognition of the importance of patient engagement in research and knowledge translation, systematic approaches to engagement and co-ideation remain limited. Living labs are collaborative knowledge sharing systems that use multimethod, user-centred approaches that hold potential to catalyse these aims. However, their use in healthcare is limited, and no living lab has been developed in paediatric rehabilitation. In response to this gap and to propel innovative knowledge exchange, we propose a mixed methods study to co-develop a living lab prototype (ie, preliminary infrastructure with opportunity for scale up) in paediatric rehabilitation, with relevance to other healthcare contexts.MethodsAn exploratory sequential mixed methods study will be undertaken to determine research and knowledge exchange priorities and to inform the development of the living lab prototype. Stage 1: we will use a multipronged approach to sample 18–21 youth with developmental differences or rehabilitation needs, their youth siblings and parents/guardians from a provincial paediatric rehabilitation centre, to participate in qualitative and arts-based data collection. Data will provide insight into desirable features of the living lab. Stage 2: E-surveys to youth, siblings, parents/guardians and clinicians who receive or provide services at this same centre will expand on priorities and living lab features. Stage 3: integrated analysis will inform the living lab prototype development.AnalysisInductive thematic analysis using interpretive description, integrated analysis of visual data and descriptive and content analysis of e-survey data will be undertaken. Joint displays will facilitate data integration. Priorities will be identified using a modified rank-order method for each key living lab domain.Ethics and disseminationInstitutional ethics and site approval have been granted. A parent advisory group and rehabilitation engineering partners will confer on data and inform the development of the living lab prototype. User engagement with the prototype will occur during an online or in-person event, and findings shared through non-technical research summaries, journal articles and academic presentations.

The article deals with the actualityof the problem of humanization of the educational space in the modern Ukrainian school through the forming a gender-equitable environment in the educational institution. The foreign experience, which concern to the research problem (concepts «gender equitable learning environment», «gender-balanced education», «gender equality in education», «gender-equitable education», «gender-fair education», «non-sexist education», «іnclusive education») is analysed. The peculiarities of forming a gender-equitable environment in an educational institution, which is based on personality oriented, competence and gender approaches are revealed.Activity of gender-equitable environment ensures the formation of gender culture and egalitarian outlook of children and youth (gender competence, sensitivity, tolerance) as important factors of personal and professional self-actualization of sexes, democratic outlook and the civic life-realization of girls and boys in the realm of national existence. The content of the gender approach and peculiarities of its introduction into the educational institution are uncovered. Our own interpretation of the concept «gender-equitable environment» as non-discriminatory, health-preservation, creative and developmental is formulated. It is based on the principles of social justice, gender equality, child-centred, egalitarianism and parity of the sexes; in which the full development of the personality is ensured, taking into account a gender, age, disability, race, culture, religion, ethnicity, etc. The structure of gender-equitable environment incluseds three components (subject-space, psychodidactic, social). The formation of a gender- equitable environment is based on the principles of «partnership pedagogy» and a gender «matrix» of humanistic pedagogical heritage, the integration of competence, personal oriented and gender approaches. The psychological and pedagogical mechanisms of formation of a gender-equitable environment for children and youth are substantiated.

Purpose Research within the fields of youth sexuality and safeguarding, and ethical governance more broadly, has traditionally prioritised risk aversion over the rights of young people to participate in and shape research. This excludes younger people from setting agendas and directly communicating their lived experience to those in power. The paper aims to discuss these issues. Design/methodology/approach This paper describes and draws upon findings from an innovative two year participatory action research study exploring sexual consent with young people through embedded and participatory research across seven sites. The project was designed with young people and practised non-traditional approaches to research consent. As well as co-producing research data, the findings highlight how methods of co-enquiry and being explicit about the research consent process enabled young people to develop competence that can be applied in other contexts. Findings The paper addresses ethical tensions between young people’s rights to participation and protection. It argues that alongside robust safeguarding procedures, there is equal need to develop robust participation and engagement strategies with an explicit focus on young people’s competence, agency and rights to participate regardless of the perceived sensitivity of the topic. Originality/value The paper concludes with proposals for future youth-centred research practice. These relate to research design, ethical governance processes around risk and sensitive topics, emphasis on working collaboratively with young people and practitioners, a greater focus on children and young people’s rights – including Gillick competence and fluid models of consent. In doing so, it presents an essential point of reference for those seeking to co-produce research with young people in the UK and beyond.

IntroductionThe prognosis of first episode psychosis (FEP), which is a severe disorder, can be notably impaired by patients’ disengagement from healthcare providers. Coordinated specialty care with case management is now considered as the gold standard in this population, but there are still challenges for engagement with subsequent functional impairments. Youth-friendly and patient-centred clinical approaches are sought to improve engagement in patients with FEP. Mobile applications are widely used by young people, including patients with FEP, and can increase the youth friendliness of clinical tools. We hypothesise that a co-designed mobile application used during case management can improve functioning in patients with FEP as compared with usual case management practices.Methods and analysisA mobile case management application for planning and monitoring individualised care objectives will be co-designed with patients, caregivers and health professionals in a recovery-oriented approach. The application will be compared with usual case management practices in a multicentre, two-arm and parallel groups clinical trial. Patients will be recruited by specialised FEP teams. Impact on functioning will be assessed using the Personal and Social Performance Scale; the variation between baseline and 12 months in each group (control and active) will be the primary outcome.Ethics and disseminationThis study has been approved by the Inserm Institutional Review Board IRB00003888 (Comité d’évaluation éthique de l’INSERM, reference number 20-647). The results of the study will be published in a peer-reviewed journal and presented at national and international conferences. We will also communicate the results to patients and family representatives’ associations. An optimised version of the application will be then disseminated through the French FEP network (Transition Network).Trial registration numberClinicalTrials.gov: NCT04657380

The aim of this study was to examine secondary school students’ attitudes towards and experiences of a student-centred health-related fitness test battery. A total of 795 adolescents (403 boys, 50.7%; 392 girls, 49.3%) aged 13.2 years (±0.39) from 20 secondary schools in the Republic of Ireland participated in the study. Schools were stratified for gender, location and educational (dis)advantage. Students completed the test battery in small groups ( n = ≤6) and each test item was administered by a trained senior student facilitator. Testing took place during physical education lessons. Test items included: body mass index; 20 m shuttle run; back-saver sit and reach; hand-grip strength; standing long jump; isometric plank-hold; 90° push-up; 4×10 m shuttle run; and blood pressure. Following participation in the test battery, students completed an instrument with valid scores for measuring attitudes towards fitness tests. Students’ experiences of each test item were also analysed. Overall, students had a positive attitude towards fitness testing ( M = 3.9, ±0.59) on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Although both positive, the mean attitude score for boys ( M = 4.05, ±0.59) was significantly higher than girls ( M = 3.79, ±0.59; p < 0.01, t-test). Most students ( n = 690, 86.8%) agreed or strongly agreed that the senior student facilitator made it easier for them to perform the tests. In conclusion, students had positive attitudes towards and experiences of the Youth-fit test battery. Physical education teachers should consider implementing a small-group and senior student-facilitated approach when administering fitness tests.

ABSTRACTIn a youth-centred culture, where ageing is associated with physical and mental decline, investment in a youthful appearance promises access to socially valuable resources. The need for regular care for the self, primarily through consumption, constitutes part of the narrative of successful or positive ageing. Due to its emphasis on self-reliance and efforts to remain healthy, productive and youthful, the discourse of successful ageing has been seen as intersecting with a neoliberal rationality, or a shift of responsibility for risks associated with ageing from the state to the individual. While some authors criticise an emphasis on individual effort to maintain personal wellbeing for a lack of attention to structural factors, others view such an approach favourably as a way of transcending state paternalism. In this paper, I engage with the discourse of ‘responsibilisation’ drawing on the interviews with middle-aged, middle-class women from Moscow about their experiences of ageing. I employ the theoretical framework of ‘governmentality’ to demonstrate how the interviewed women's attempts to make sense of what it meant to age ‘appropriately’ within their milieus informed both their awareness of a need to improve and reinvent the self constantly through consumption in the context of post-Soviet Russian society, and their questioning of and resistance to this pressure.

Introduction: Social media advertising could be effective in promoting smoking cessation. However, it's salience to Pacific youth in New Zealand who smoke is unknown.Aim: To explore the views that 18–25 year old Pacific smokers have towards online smoking cessation advertising.Methods: Twenty young Pacific smokers, aged 18–25 years, were recruited through indirect snowballing methods interviewed in focus groups by a female Pacific researcher. Questions centred on smoking cessation advice via social media and devices, preferences for advertisements, effective features and implications for internet banner and ad designs, positive versus negative framing, cultural cues and motivations. The general inductive approach was used to analyse the data for common themes.Results: Smartphones were the most common device and Facebook the social media site most often used by participants. The informants recommended that the advertisements should have the following features: central position, eye-catching, bold imagery using simple language; endorsed by Pacific Island personalities; and positively framed messages to secure and maintain interest. The collective nature of Pacific cultures should be leveraged and testimonies from previous smokers used to strengthen motivation and dispel common myths around smoking.Conclusion: There are potential opportunities for social media to be used as a platform to promote smoking cessation among Pacific young people.

Abstract This study aimed to investigate: i) how Small-Sided and Conditioned Games based on different representation and exaggeration modification strategies, from the Teaching Games for Understanding pedagogical principles, affected team performance and exploratory behaviour; and ii) how teams and players of different ages and skill levels were affected by the use of these different modification strategies. In total, forty-eight youth male soccer players participated in the study (U15, n = 24 mean age = 13.06 ± 1.53 years; U17, n = 24 mean age = 16.89 ± 0.11 years). In both categories, players were organized into three groups according to their tactical efficiency level (Group 01 = High Skilled Players (HSP), Group 02 = Intermediate Skilled Players (ISP), and Group 03 = Low Skilled Players (LSP)). The HSP and LSP groups performed two types of Gk+4vs4+Gk Small-Sided and Conditioned Games (SSCGs) based on different representation and exaggeration modification strategies. The first type of SSCGs was modified by structural constraints (Structural SSCG) and the second type was modified by rule manipulation (Manipulation SSCG). Team performance and exploratory behaviour were analysed through the Offensive Sequences Characterization System and Lag Sequential Analysis, respectively. SSCG modification strategies affected differently tactical performance and exploratory behaviour of teams composed of players of different skill levels. It was found that SSCG modification strategy through rule manipulation provided players and teams with a higher level of difficulty, compromising their performance and inhibiting exploratory behaviour. This information is crucial to practitioners wishing to apply more appropriate pedagogical strategies to improve a specific tactical problem using a player-centred and game-based approach.

IntroductionYouth and young adults bear a disproportionate share of the HIV burden and there is a critical need for interventions to curb health disparities experienced among these age groups. The purpose of our research is to build on our theory-guided model and formative research to develop a mobile health application, called WYZ, for improved engagement in HIV care and antiretroviral therapy adherence, and pilot test it among youth and young adults living with HIV (YLWH). In this paper, we explain the design and development of WYZ for YLWH, describe the design of a forthcoming pilot trial for evaluating the feasibility and acceptability of WYZ and compare WYZ with other mobile health applications being developed to improve engagement in HIV care and antiretroviral medication adherence.Methods and analysisWe used an agile methodology, shown to be useful in software development, and elicited feedback during beta testing to develop WYZ. WYZ is a modular, adaptive and personalised intervention delivered via a mobile phone. It is grounded in the information, motivation, behaviouralskills model which has been valuable for understanding and guiding the development of interventions for complex health behaviours. WYZ was created in collaboration with YLWH aged 18–29 years using a human-centred design approach that emphasises understanding the perspective of the users of the technology. WYZ is intended to improve engagement in HIV care by: (1) enhancing medication adherence self-efficacy, (2) increasing awareness and use of community resources, (3) reducing barriers to communication between youth and their healthcare team, and (4) providing a secure platform for the formation of a private online community of YLWH. We will conduct a 6-month single-arm pilot study to examine feasibility and acceptability of WYZ among 76 YLWH who live or receive care in the San Francisco Bay Area. All study activities, including recruitment, screening, enrolment, study assessments, provision of incentives and exit interviews, will be conducted remotely. We will explore feasibility and acceptability outcomes of the intervention using quantitative and qualitative methods.Ethics and disseminationStudy staff will obtain written consent for study participation from all participants. This study and its protocols have been approved by the University of California San Francisco (UCSF) Institutional Review Board. Study staff will work with the UCSF Center for AIDS Prevention Studies’ Community Engagement Core and the Youth Advisory Panel to disseminate results to the participants and the community using presentations, community forums, journal publications and/or social media.Trial registration numberNCT03587857; Pre-results.

Purpose The article identifies the aspects of health and outcomes that are considered important from the perspective of ambulatory children with cerebral palsy (CP) and their parents regarding lower limb orthopaedic surgery and explores how they experience surgical interventions. Methods Four databases (Embase, MEDLINE (Ovid), CINAHL and PsycINFO) were searched from inception to 11 April 2020. Studies were included if they: 1) they involved children or young adults diagnosed with ambulant CP or their family, 2) participants had experience with lower limb orthopaedic surgery and 3) studies employed qualitative research methods. The Critical Appraisal Skills Programme was used to appraise identified studies. The ‘Best-fit framework’ synthesis approach was used by applying the International Classification of Functioning-Children and Youth (ICF–CY) linking rules and thematic synthesis. The review process was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Results Six studies were included. Four themes were generated which were linked to the ICF–CY framework: Body function and structure, Activity and participation, Environmental factors, Personal factors, as well as non-ICF–CY themes including Emotional well-being and Goal setting. Important surgical outcomes identified were pain, fatigue, movement-related function, mobility, walking ability, community life, emotional well-being, and adequate provision of public and health services. Conclusion These findings are important for understanding patient-centred outcomes in lower limb ortho-paedics surgery and providing focus for future interventional studies aimed at improving outcomes of importance to children with CP. These findings highlight the importance of long-term support to help people negotiate the challenge of surgical regimes and to achieve good outcomes after orthopaedic surgery. The outcomes identified will contribute to the development of a core outcome set in this field. Level of evidence III

Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.

A quick look on the history of criticism and literary theory of the current period shows curious reversals and strange returns. Indeed one can see the slow and unrelenting disappearance of rhetoric, justly qualified as restricted, since it has been all too often limited to identifying and classifying of the various figures. It has been replaced by a new criticism, a fundamentally formalist one, the assumptions of which are akin to those of the “text sciences”; if the structure, the “poetical function” of the texts were underlined, it was to the detriment of their functional reference and their meaning to put it simply. There is no doubt that today this approach is running out of steam and is meeting some decline. For that reason, the history of literature is coming back in force and finds a new youth with the developments of the theories of perception. But there reappears also a new interest in a semantic approach of the texts, which is concerned with their references. This approach, which comes from logistics (G. Frege), undoubtedly opens a philosophical horizon, particularly on some kind of ontology. Thus it is not surprising to find that a great many studies question the metaphorical process again from that perspective given the paradoxical nature of its reference and thus of its ontology which could be summed up through the usual exordium of the Majorcan storytellers: “Aixo era y no era” (it was and was not). Paul Ricœur insists on the paradoxical nature of the metaphorical reference since “the metaphor is a way of working on the language which consists in giving the logical subjects predicates that are incompatible with the first ones” (From Text to Action). In his book The Living Metaphor, the French philosopher analyses the concept of the “ontological metaphor” from the idea of the “divided reference”. Ricœur moves away from a purely stylistic or linguistic approach, centred on the word (a deviant denomination) to describe the metaphorical process on the level of the phrase and of the discourse (a non-pertinent predication): “Then there is a metaphor, since we can discern <…> the resistance of words <…> their incompatibility on the level of a literal interpretation of a sentence” (From Text to Action). But that non-pertinence and the abolition of the reference in the everyday reality are not a purely gratuitous verbal game, for they liberate “another kind of reference to other dimensions of reality” (The Living Metaphor). It is that way of tension of the metaphor which we intend to present in our study for it expresses some kind of „ontological vehemence” as Ricœur puts it so well? Let us add that the metaphor seen as a new description of reality, can be conceived, so to speak, as a “model”, in the sense of a prototype which accounts of the way a literary text functions when it is a “opening on the world”, when it places itself “in the service of things that want to be expressed” and when it responds “to the need of a discourse that comes from all forms of experience” (Mimesis, Reference and new figuration in “Time and Narrative”).

It is well established that coach learning and athlete outcomes can be enhanced through participation in Coach Development Programs (CDPs). Researchers advocate that the quality of CDPs can be improved by: (a) placing a greater emphasis on facilitating coaches’ interpersonal behaviours (Lefebvre, Evans, et al., 2016), (b) using appropriate and systematic evaluation frameworks to guide the evaluation of interpersonally-focused CDPs (Evans et al., 2015), and (c) incorporating behaviour change theories into the design and implementation of these CDPs (Allan et al., 2017). In doing so, the relevance of CDP content and the uptake of this content among coaching practitioners may be enhanced. Transformational leadership theory provides a valuable guiding framework for designing CDPs that aim to promote positive development in youth sport. Thus, the goal of the present paper is to outline the development of a novel, evidence-informed CDP: The Transformational Coaching Workshop and to provide practical strategies for the implementation of this workshop.

Purpose – The purpose this paper is to consider festivals as sites for inquiry and learning. Design/methodology/approach – The research employed a pluralistic approach to the inquiry drawing on critical African-centred pedagogy, participatory action research, and performance as research inquiry. These arts-based research methods allowed insights to be gained in ways that were congruent to the arts and participants who enacted them. In total, 12 young people and six elders of diverse African heritage as well as two artists were participants in the research. Findings – The research revealed that the festival as a research methodology was both dialogic and performative and a rich site for the exploration of identity negotiation. Through these arts-based approaches the aesthetic elements often missed by traditional social science methods were highlighted as key in exploring acculturation socialistaion experiences and deconstructing exclusionist discourses emanating from the dominant culture. Research limitations/implications – The research affirmed the power of multi-modal approaches to research and the importance of evocative discourses in identity exploration and development. Originality/value – This research is the first known attempt to theorise an arts-based festival as a research approach in reference to enculturation and cultural memory.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. 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Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). 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The existence of several early childhood education institutions in Indonesia, such as in the Riau Province region, often faces the risk of catastrophic floods overflowing the Kampar River resulting in casualties. The results of preliminary research found that children lacked insight into flood disaster mitigation, and schools did not have appropriate mitigation programs or media. This study aims to develop a product in the form of an E-Comic to introduce flood disaster mitigation in a practical and effective early childhood education. Research and development procedures in this study using the ADDIE model. The data collection techniques for this study were the results of expert validation, practicality tests, and media effectiveness tests on children aged 5-6 years using the mitigation understanding instrument and descriptive statistical analysis of Aiken's V validation. Flood disaster is very suitable for use in early childhood learning, with the average Aiken's V result by material experts is 89% and media expert is 96%. E-Comic practicality with an average percentage of 85.5% and effectiveness test results with an average value of 90%. It can be concluded that the E-Comic introduction of flood disaster mitigation in Kindergarten children is suitable for use as a learning medium and has a practical and effective quality. Keywords: E-Comic, Flood Disaster Mitigation References: Apriyani, R., Sumarni, S., & Rukiyah, R. (2018). Pengembangan Media Pembelajaran Komik Tema Alam Semesta untuk Anak. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 9(2), 110–124. https://doi.org/10.17509/cd.v9i2.11004 Azizah, N., & Khanafiyah, S. (2014). Pengaruh Komik Sains dalam Pembelajaran IPA terhadap Pengembangan Karakter Siswa di Kecamatan Semarang Tengah. 3(3), 34–42. https://doi.org/10.15294/upej.v3i3.4329 Bolton-Gary, C. (2012). Connecting Through Comics: Expanding Opportunities for Teaching and Learning. 7. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6 Courtis, A. (2012). Tech Module: Using Comic Life in the Classroom. 61. S. Syarah, E. Yetti, L. Fridani, Yufiarti, Hapidin, B. Pupala. (2019). Electronic Comics in Elementary School Science Learning for Marine Conservation. Jurnal Pendidikan IPA Indonesia, 8(4). https://doi.org/10.15294/jpii.v8i4.19377 Ersoy, Ş., & Koçak, A. (2016). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. Geomatics, Natural Hazards and Risk, 7(4), 1307–1336. https://doi.org/10.1080/19475705.2015.1060637 Haynes, K., & Tanner, T. M. (2015). Empowering young people and strengthening resilience: Youth-centred participatory video as a tool for climate change adaptation and disaster risk reduction. Children’s Geographies, 13(3), 357–371. https://doi.org/10.1080/14733285.2013.848599 Permendikbud no 137, Pub. L. No. no 137 (2014). Kousky, C. (2016). Impacts of Natural Disasters on Children. The Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Martin, M.-L. (2010). Child Participation in Disaster Risk Reduction: The case of flood-affected children in Bangladesh. Third World Quarterly, 31(8), 1357–1375. https://doi.org/10.1080/01436597.2010.541086 Melliou, K., Moutafidou, A., & Bratitsis, T. (2014). Digital Comics Use to Develop Thinking Dispositions in Early Childhood Education. 2014 IEEE 14th International Conference on Advanced Learning Technologies, 502–504. https://doi.org/10.1109/ICALT.2014.148 Mitchell, T., Tanner, T., & Haynes, K. (2009). Children as agents of change for Disaster Risk Reduction: Lessons from El Salvador and the Philippines. 48. Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience—An Introduction. Understanding Vulnerability, 30. Pfefferbaum, B., Pfefferbaum, R. L., & Van Horn, R. L. (2018). Involving children in disaster risk reduction: The importance of participation. European Journal of Psychotraumatology, 9(sup2), 1425577. https://doi.org/10.1080/20008198.2018.1425577 Save the Children UK. (2006). Child Protection During Floods in Bangladesh. The Save the Children Fund. Schipper, L., & Pelling, M. (2006). Disaster risk, climate change and international development: Scope for, and challenges to, integration: Disaster Risk, Climate Change and International Development. Disasters, 30(1), 19–38. https://doi.org/10.1111/j.1467-9523.2006.00304.x Syarah, E. S., Yetti, E., & Fridani, Lara. (2018). Pengembangan Media Komik Elektronik untuk Meningkatkan Pemahaman Konservasi Kelautan Anak Usia Dini. 12, 10. Tanner, T. (2010). Shifting the Narrative: Child-led Responses to Climate Change and Disasters in El Salvador and the Philippines: Child-led Responses to Climate Change and Disasters. Children & Society, 24(4), 339–351. https://doi.org/10.1111/j.1099-0860.2010.00316.x Tuladhar, G., Yatabe, R., Dahal, R. K., & Bhandary, N. P. (2014). Knowledge of disaster risk reduction among school students in Nepal. Geomatics, Natural Hazards and Risk, 5(3), 190–207. https://doi.org/10.1080/19475705.2013.809556 Versaci, R. (2001). How Comic Books Can Change the Way Our Students See Literature: One Teacher’s Perspective. The English Journal, 91(2), 61. https://doi.org/10.2307/822347 Wasliyah, S. (2018). Komik Bencana Meningkatkan Sikap Kesiapsiagaan Bencana pada Anak Sekolah Dasar Negeri Bulakan Kecamatan Gunung Kencana Banten Selatan Tahun 2017. 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A mere two years ago International Sports Studies was celebrating its fortieth anniversary. At that time, at the beginning of 2018, your editor was able to reflect on the journey of our professional association – the International Society for Comparative Physical Education and Sport (ISCPES). It started with a small, cohesive, and optimistic group of physical education scholars from Europe and North America interested in working across boundaries and exploring new international horizons. The group that met in Borovets in 2017 on the eve of the society’s fortieth anniversary, represented a wider range of origins. They were also more circumspect, tempered by their experience in what had become, four decades later, a very much more complex competitive and fragmented professional environment. Such a comparison seems almost to have reflected a common journey, from the hope and optimism of youth to entry into the challenges and responsibilities of mid adulthood. Yet from the perspective of contemporary history, these last four decades seem generally to be viewed as having been a time of unbroken human progress. Certainly, this is a defensible view when we use technological and economic progress as the criterion. The nation of Indonesia provides an excellent example of progress by these measures. The world’s 10th largest economy in terms of purchasing power parity, and a member of the G-20. Furthermore, Indonesia has made enormous gains in poverty reduction, cutting the poverty rate by more than half since 1999, to 9.78% in 2020. Prior to the COVID-19 crisis, Indonesia was able to maintain a consistent economic growth, recently qualifying the country to reach upper middle-income status. The World Bank (www.worldbank.org/en/country/indonesia/overview) Indeed, when we look at the economic growth charts of the world over the last century, without exception they resemble a J curve with growth over the last half century being particularly rapid. But, from time to time, we need to be reminded that human existence is rather like a coin. Looking at the top side provides one picture but then, when we turn the coin over, a totally different view presents itself. From time to time, pictures find their way to our television screens that remind us that real challenges of poverty are still faced by many today. Similarly, though we have talked about seventyfive years of peace, the other side of the coin reveals that around the globe armed conflict has continued remorselessly since the official ending of World War II in September 2nd 1945. A visit to Wikipedia and its list of ongoing conflicts in the world will inform the casual reader, that in the current or past calendar year there have been over 10,000 deaths related to four major wars – in Afghanistan, the Yemen, Syria and Mexico. In addition, eleven wars, eighteen ‘minor conflicts’ and fifteen ‘skirmishes’ have added to death and misery for many around the world. I make these points in case those of us who are fortunate enough to live in relatively stable, safe and prosperous environments, might be tempted to become complacent and forget how much always needs to be done to increase the welfare of our brothers and sisters throughout the world. Humankind’s end of decade report needs to remind us that, if our progress has generally been steady, there remains area where we still need to improve. Further we need to remember that wealth and material prosperity are not the sole criteria for human well-being and happiness. Quality of life needs to be measured by much more than Gross Domestic Product alone. Such thoughts now seem to be suddenly highlighted, as we move into another new decade. For virtually worldwide, it seems to as if the coin has suddenly been flipped. In 2018 we were looking forward with different expectations to those that we now have since the start of 2020. At a time when the world has never been more interconnected, we have been forcibly reminded that with that connectedness comes a level of risk. There is a belief by some, that interconnectedness provides some sort of protection against war and conflict and that trade relationships provide a rationale for peaceful cooperation between the peoples of the world. However, it is that very interconnectedness that today leaves us at greater risk to the ravages of the latest pandemic to strike the world. Countries that have managed the CoVid19 virus most successfully, have been those like New Zealand that have isolated themselves from others and restricted movements and interactions both across and within borders. Consequently, people in many different settings find themselves in lockdown and working from home. This sudden restriction on interactions and movement, has provided a unique opportunity for reflection by many. Stepping back from the frantic pace of twenty first century lifestyle, though it has inevitably caused much concern economically for many, has given others a chance to rediscover simpler pleasures of previous ages. Pleasures such as the unhurried company of family and friends and the chance to replace crowded commuting with leisurely walks around the local neighbourhood. So, it has been that a number of voices have been pointing to this as a unique opportunity to re-set our careers and our lifestyles. With this comes a chance to re-examine core values and in particular question some of the drivers behind the endlessly busy and often frentic approach to life that characterises our modern fast changing world, with its ceaseless demand for us all to ‘keep up’ and ‘get ahead’. It is then in a spirit of reset that I am pleased to introduce International Sports Studies’ first special supplement. We take very seriously our mission of connecting physical education and sport professionals around the world. It has made us very conscious of the dangers of adopting a view on the world that is centred in the familiar and our own back yards. Yet we all tend to slip into a view of life that seems to be driven and reinforced by the big media and the loudest voices in an interconnected world. Individuals chasing the dream of celebrity are easily recognisable from New Delhi to Anchorage or from Nairobi to Sapporo. We seem forced to listen to them and their ideas even when we wish to disassociate from them. In sport too it seems that in all corners of the world, the superstars of football Messi, Ronaldo, Pogba, Bale are known wherever the game is played. News and influence too often seem to flow from the places where these same celebrities of screen and sporting fields are based. It is the streets and recreation areas of Hollywood, Madrid and Turin, all comparatively restricted areas of the globe, which are continuously brought to us all by the ubiquitous screens. Some of the latest figures from the ITU, the Telecommunication Development Sector a specialised United Nations agency, have estimated that at the end of 2019, 53.6 per cent of the global population, or 4.1 billion people, were using the Internet (ITU, 2020). It is a figure that continues to increase steadily as does the stretch of its influence. The motivation behind this supplement focusing on studies in physical education and sport within Indonesia, can be found in the origins of comparative physical education and sport study. We can all learn by comparison with others and their approaches to both similar and unique problems and challenges. It does not however always make sense to limit ourselves to matching our situations with others for the sole purpose of making scholarly comparisons. Often it makes more sense simply to visit colleagues in another setting and examine in some depth their concerns and practices. Such studies are called area studies and they involve illuminating what is occurring in different settings in order to increase our own understanding and awareness. Indonesia provides a special and important starting point for just such a study. Located off the coast of mainland Southeast Asia in the Indian and Pacific oceans, it is an archipelago that lies across the Equator and spans a distance equivalent to one-eighth of the Earth’s circumference. It is the world’s fourth largest country in terms of population (Legge, 2020). It is a nation that appears modest in its demeanour and that of its people yet has much to offer the rest of us, especially in terms of our common professional interest. The purpose of volume 42e is to offer an opportunity for our colleagues in Indonesia to speak to the global community and for the global community to learn a little more about the work of their colleagues in Indonesia. It is the first of what is intended to be a series within the tradition of comparative studies. It has been a great pleasure and privilege to work with a special editorial team from Indonesia in this project. Their details are briefly provided below. I commend to you the work of this representative group of physical education and sports scholars. I invite you to join us in lifting our heads above our own parapets and resetting our own perspectives by reaching out and listening to a wider circle of colleagues from around the world. We may not be able to travel to meet each other at this time but we can still interact and share, as our responsibility as academics and professionals requires us to do. John Saunders Brisbane, November 2020 References ITU (2020) Statistics. Accessed from https://www.itu.int/en/ITU-D/Statistics? Legge, J. D. (2020) Indonesia. Chicago: Encyclopedia Britannica. Accessed from https://www.britannica.com/place/Indonesia

PurposeThis study aims to demonstrate how banks can align their CSR investment to community needs and citizen preferences. A grounded theory inductive approach is applied to deliver a community-centred process that banks can apply to inform CSR investment decisions.Design/methodology/approachThis study employed a sequential mixed-method research design to identify areas of need from the perspective of community leaders and members through depth interviews. Following thematic analysis, citizen preferences for eight priority areas were elicited using best-worst scaling (BWS).FindingsClear investment preferences emerged with citizens preferring six community investment causes, namely, (1) infrastructure, (2) crisis and prevention support, (3) community groups, (4) youth facilities and activities, (5) initiatives that support the local environment, and (6) physical activity promotion. The forming of community advisory committees emerged as one approach that banks could apply to ensure long-term citizen-centred CSR investment decisions.Research limitations/implicationsThis study is limited to one community and one community bank and a small convenience, cross-sectional data sample.Social implicationsCommunity-oriented financial institutions should centre investment decisions on community need and citizen preferences ensuring investments made deliver the greatest societal benefit and community support for the banks is garnered.Originality/valueThis paper provides important contributions to improve the effectiveness of CSR initiatives, providing an inductive, methodological approach that financial institutions can follow to better align their CSR investment to community needs and preferences.

Youth/parent relations can be an important influence on young peoples’ transition to adulthood. For youths and their parents from migrant and refugee backgrounds, this transition can also be influenced by a series of unique challenges linked to processes of acculturation in a new cultural setting. The purpose of this qualitative study was to better understand the influence of youth/parent relationships throughout Australian Sudanese and South Sudanese youths’ transitions to adulthood. Using a voice-centred relational methodology (VCRM) approach and Bourdieu’s theory of practice, the voices of participants are placed at the centre of the research. Findings suggest that youth/parent relationships within these communities have a considerable influence on Australian Sudanese and South Sudanese youths’ perspectives on the transition to adulthood. This was found to be particularly influenced by navigations of Australian and Sudanese/South Sudanese cultural norms and expectations and how these are balanced throughout the transition to adulthood.

This article dealt with the relationship between education and youth worship in Protestant contexts in the Netherlands. Consequently, it dealt with the relation between Liturgical and Educational Studies. Our interest in the research project on youth worship in Protestant contexts centred on the question: How do young people, in a late-modern context, participate in youth worship? In our qualitative research, it appeared that ‘learning’ is a key word with regard to youth worship. This article discussed the questions: How are youth worship and ‘learning faith’ related? And, what are the qualities of learning faith in youth worship? Empirical results of the research in local youth worship services and national youth worship events were presented. These results concentrated on the dialogical dimension in youth worship gatherings and gave indications about the contents of what adolescents learn in youth worship gatherings. This ‘what’ referred, amongst other aspects, to the important content of ‘rules and freedom’. Respondents often valued and appropriated youth worship along the line of ‘(do not) have to’, with regard to a Christian life style, their relation with God, ethics, and doctrines. Moreover, themes in youth worship gatherings often focused on a specific Christian lifestyle, on its boundaries and its spaces. Some reflections with regard to the question ‘Why is learning faith a dominant element in youth worship?’ were given. The conclusions that the cognitive element is important in youth worship and that the explicit aspect of learning is a main approach in youth worship were discussed in relation to J. Astley’s (1984) theoretical notion that the language of worship is ‘performing non-cognitive’.

Children and young people experienced the Covid-19 lockdown differently from adults, and we need to consider these impacts as part of the recovery measures. Prior to Covid-19, cracks in our social system were already evident. At that time, children and young people told us what they wanted in order to create better future. The aspirations they shared are even more relevant post-Covid-19. Their views shaped the Child and Youth Wellbeing Strategy, and our best approach to supporting child wellbeing as part of the recovery is to double down on implementing this strategy. This will ensure that the recovery response is child-centred, holistic and aspirational.

Social work interventions for families, individuals and communities should be comprehensive and sustainable. A social enterprise model with dual social and economic value creation provides a useful framework for such interventions. Through a qualitative research approach and case study design, three social enterprises were studied. The findings indicate that social enterprises pursue people-centred investment; engineer and promote social integration and equity in the local communities; and create employment and promote skill development for vulnerable groups such as women and youth. Thus, a social enterprise dual mission for accruing social and economic value aligns with the social work helping mandate, and therefore smoothly integrates.

AbstractInterest in youth perspectives on what constitutes an important outcome in the treatment of depression has been growing, but limited attention has been given to heterogeneity in outcome priorities, and minority viewpoints. These are important to consider for person-centred outcome tracking in clinical practice, or when conducting clinical trials targeting specific populations. This study used Q-methodology to identify outcome priority profiles among youth with lived experience of service use for depression. A purposive sample of 28 youth (aged 16–21 years) rank-ordered 35 outcome statements by importance and completed brief semi-structured interviews eliciting their sorting rationales. By-person principal component analysis was used to identify outcome priority profiles based on all Q-sort configurations. Priority profiles were described and interpreted with reference to the qualitative interview data. Four distinct outcome priority profiles were identified: “Relieving distress and experiencing a happier emotional state”; “Learning to cope with cyclical distressing emotional states”; “Understanding and processing distressing emotional states”; and “Reduced interference of ongoing distressing emotional states with daily life”. All four profiles prioritised improvements in mood and the ability to feel pleasure but differed in the level of importance assigned to learning coping skills, processing experiences, and the reduced interference of depression with life and identity. As part of a person-centered approach to care delivery, care providers should routinely engage young people in conversation and shared decision-making about the types of change they would like to prioritise and track during treatment, beyond a common core of consensus outcomes.

Abstract The purpose of the study was to explore health literacy and community engagement in relation to active living with newcomer young people and their families. We employed a case study design and a participatory approach. The data collected included photovoice and photo-assisted focus group interviews, which included an initial stage when youth participated in workshops creating collages on healthy living. A follow-up focus group centred on discussion of the collages with subsequent training on the photovoice method and the use of the cameras, and a second focus group, which incorporated photos taken by participants during the programming and their leisure time. Different themes were developed from the data: active living, balance, body talk, challenges, environment and health, culture and health, family, health and food, health and safety, knowledge, source of knowledge, peers and friends, personal hygiene, recreational activities, socio-emotional health, social isolation and spiritual health. Excerpts were taken from the different themes to demonstrate the immigrant/refugee youths’ understanding of levels of health literacy and its contribution to healthy eating and active living. The qualitative findings are presented under the different tenets of health literacy. Health literacy extends beyond the individual level and effects the whole family and communities; intervention need to extend to include community connections and involvement activities. Future research needs to focus on the long-term effects of critical health literacy among immigrant communities.

For some decades now, Nigeria’s socio-economic and educational crisis has deepened in every sphere of life, a predisposition attributable to unprecedented challenges from new for technologies and interconnectivity. In existence now is a system of education that is no longer relevant globally, which translates to a paradigm shift in ways students want to learn and how teachers want to instruct. This has resulted in uncertainties of knowledge dissemination, transfer and sustainability. This paper holds the believe strongly that revisiting cultural and values-based education and adjustment to the digitalization process will lead to inclusive learning without boundary, development and transformation in human values. The main thrust of the paper is to re-design, using the qualitative approach, the curricular and courses to reflect activities for the mind, character, and technical skills formation, on a conceptualised tripartite of the three ‘’H’’: Head, Heart and Hands for online education for positive changes. It is, therefore, expedient to state that the outcome of new models, education for positive change is attainable by using a digitalized formula that synthesizes the head, the hands and the heart. The paper concludes that an induced change in mind-set and borderless education for all will liberate the world from digital uncertainties. Thus, the paper recommends youth-centred real-life application project-based learning and education in human values for the transformation of society. This will help reduce the rigidity of the formal method and a wide range of resource requirements, thereby making it more effective and affordable.

Purpose This study aims to explore the ways in which young people and prison staff (Prison Officers) within a youth custodial establishment experience empathy. Previous research tends to view empathy as a stable trait and one which people can develop through individual-centred therapy. There has been little consideration of the impact of relationship factors and context in relation to empathy experience and expression. The current study aims to address this by exploring the role of the custodial context in shaping empathy, including the potential impact of relationships, environmental factors and culture. Design/methodology/approach A qualitative approach was used to enable breadth and depth in the exploration of this area. Individual, semi-structured interviews were carried out with a purposive sample of three young people and three Prison Officers. Data was analysed using inductive thematic analysis informed by the guidelines of Braun and Clarke (2006) and King and Horrocks (2010). Findings Constructed themes included “constructions of empathy”, “recipe for empathy”, “institutional investment”, “the value of empathy” and “doing empathy”. Together, they provide detailed insight into the interplay of personal and wider contextual factors influencing the experience of empathy in a custodial setting. The findings suggest that the way in which young people and staff experience empathy in the custodial environment is unique. The findings suggest that empathy takes place within the context of relationships and is influenced by the nature of those relationships, along with the wider social context within which it occurs. Practical implications The findings of the current study support a move away from understanding empathy as an individual personality trait and instead viewing it as a dynamic experience that is changeable based upon the relationship and the context within which it occurs. The findings suggest that interventions aiming to develop empathy should look beyond the level of the individual and the relationship and focus upon developing environments that are supportive of empathy. Originality/value This study provides unique insights into the subjective experience of empathy in a custodial setting, presenting as one of the first to take a more holistic approach to understand this phenomenon.

There exists a global human rights emergency in mental health. The stigma, myths and misconceptions associated with mental disorders negatively affect the lives of people with mental disorders leading to denial of even the most basic human rights. Worldwide, people with mental disabilities experience an ambit of human rights violations. They are denied access to basic mental health care and treatment. They are not only discriminated against and stigmatized but are also subjected to abuse in both mental health facilities and the community. Several violations in community-based mental health care go unreported. Victims of discrimination are particularly vulnerable to restrictions in economic, social and cultural rights that make it difficult to be integrated into mainstream society. A sense of alienation can affect a person’s dignity and self-esteem, which is detrimental to one’s well-being. A qualitative approach was employed to understand the role of youth in promoting and protecting human rights in mental health. A Focus Group Discussion was done on a sample of 10 respondents who willing first BA students of Psychology – 2 males and 8 females aged 18–20 years. Results were analyzed using narratives. The objectives were to understand the threats to dignity in mental health care and ways to promote it. It was expressed that mental health inequalities lie even outside the health sector and thus inter-sectoral action is required to redress the issue. It was advocated to raise mental health issues on the agenda of political, religious and community arenas. Health facilities ought to be person-centred, privacy maintained, equitable and equal. The study has implications for mental health professionals to be more humane and ethical in practice and improve quality health care. Besides, mental health literacy should be imparted at various levels of education.

Purpose The COVID-19 virus outbreak began in December 2019 and rapidly spread to every continent on Earth. The analysts have predicted that COVID-19 and other similar pandemics will continue in the coming decade and badly affect offline businesses. As a result, the offline platform is also shifting to the online platform and online demands are increasing daily. The traditional two-dimensional E-Commerce websites are designed to provide simple, browser-based interfaces to allow users to access available products and services. Whilst virtual representations are an essential consideration in establishing trust, most virtual representation sites fall short in mimicking real-life human representation. This paper aims to focus on three-dimensional (3D) E-Commerce technology that presents how virtual reality (VR) and augmented reality (AR) can help deal with limitations and improve E-Commerce operations. It is built as an internet-only tool, a person-centred shopping assistant created following user-centred design principles to be used on various computing platforms, including desktop and mobile devices. The paper shows how VR and AR can offer more precise product information in 3D E-Commerce environments. The virtual store experience is also enhanced by an AR assistant that helps the users by giving them all the required information in audio form or using its avatar. Design/methodology/approach Implementation of VR and AR in E-Commerce will increase customer satisfaction. Sub hypothesis – to study the implementation of VR in E-Commerce. To study the implementation of AR in E-Commerce. To study the inclusion of E-Commerce sites in an open-world game. To study the customer satisfaction of users using VR stores. Findings The scope of work is concentrated on the urban Indian market especially targeting the country’s youth who are already or ready to indulge in VR such as video games, cinema and other activities (Mattsson and Barkman, 2019). This demography is more open to learning and using VR. The primary segment of E-Commerce that we are concentrating upon is fashion. Here, the regular user needs to have more immersed knowledge about the product rather than just the written information like how would they look in a dress or will the size available on the website fit me or not. Originality/value A perfect system does not exist in the world. A terrible disease has landed on the planet. Very soon, it will be impossible to escape from this current situation. The effects of this plague have been felt in every sector of the world. The researchers also claim that physical stores will continue to exist. There will never be anything that replaces the ability to hold and use products or have personal face-to-face interactions with retail professionals. For the time being, brick-and-mortar retail is having a difficult time, but immersive technology is starting to be used to enhance the in-store experience. The good news is that this should help retailers increase their chances of survival. However, the melody of 3D E-Commerce is it would help out the in-store experience.

Introduction“Chav” is a social phenomenon that gained significant popular media coverage and attention in the United Kingdom in the early 2000s. Chavs are often characterised, by others, as young people from a background of low socioeconomic status, usually clothed in branded sportswear. All definitions of Chav position them as culturally anomalous, as Other.This article maps out a multidisciplinary definition of the Chav, synthesised from 21 published academic publications: three recurrent themes in scholarly discussion emerge. First, this research presents whiteness as an assumed and essential facet of Chav identity. When marginalising Chavs because of their “incorrect whiteness”, these works assign them a problematic and complex relationship with ethnicity and race. Second, Chav discourse has previously been discussed as a form of intense class-based abhorrence. Chavs, it would seem, are perceived as anomalous by their own class and those who deem themselves of a higher socioeconomic status. Finally, Chavs’ consumption choices are explored as amplifying such negative constructions of class and white ethnic identities, which are deemed as forming an undesirable aesthetic. This piece is not intended to debate whether or not Chav is a subculture, clubculture or neotribe. Although Greg Martin’s discussion around the similarities between historical subcultures and Chavs remains pertinent and convincing, this article discusses how young people labelled as Chavs are excluded on a variety of fronts. It draws a cross-disciplinary mapping of the Chav, providing the beginnings of a definition of a derogatory label, applied to young people marking them anomalous in British society.What Is a Chav?The word Chav became officially included in the English language in the UK in 2003, when it was inducted into the Oxford English Dictionary (OED). The current OED entry offers many points for further discussion, all centred upon a discriminatory positioning of Chav:chav, n. Etymology: Probably either < Romani čhavo unmarried Romani male, male Romani child (see chavvy n.), or shortened < either chavvy n. or its etymon Angloromani chavvy. Brit. slang (derogatory). In the United Kingdom (originally the south of England): a young person of a type characterized by brash and loutish behaviour and the wearing of designer-style clothes (esp. sportswear); usually with connotations of a low social status.Chav was adopted by British national media as a catch-all term encompassing regional variants. Many discussions have likened Chav to groups such as “Bogans” in Australia and “Trailer Trash” in the US. Websites such as UrbanDictionary and Chavscum have often, informally, defined Chav through a series of derogatory “backcronyms” such as Council Housed And Violent or Council House Associated Vermin, positioning it as a derogatory social label synonymous with notions of perceived criminality, poverty, poor taste, danger, fear, class, and whiteness.Chav came to real prominence in the early 2000s in mainstream British media, gaining visibility through television shows such as Shameless (2004-2013), Little Britain (2003-2006), and The Catherine Tate Show (2004-2009). The term exploded across the tabloid press, as noted by Antoinette Renouf in 2005. Extensive tabloid press coverage drove the phenomenon to front-page coverage in TIME magazine in 2008. Chavs were observed as often wearing Burberry check-patterned clothing. For the first time since its founding in 1856, and due to the extent of Chav’s negative media coverage, Burberry decided to largely remove its trademark check pattern between 2001 and 2014 from sale. Chavs in AcademiaThe rubric of the Chav did not emerge in academia with the same vigour as it did in popular media, failing to gain the visibility of previous youth social formations such as Punks, Mods, et al. Rather, there has been a modest but consistent number of academic publications discussing this subject: 1-3 publications per year, published between 2006-2015. Of the 22 academic texts explicitly addressing and discussing Chavs, none were published prior to 2006. Extensive searches on databases such as EBSCO, JSTOR and ProQuest, yielded no further academic publications on this subject since Joanne Heeney’s 2015 discussion of Chav and its relationship to contested conceptualisations of disability.From a review of the available literature, the following key thematic groupings run through the publications: Chavs’ embodiment of a "wrong" type of white identity; their embodiment of a "wrong" type of working-class identity; and finally, their depiction as flawed consumers. I will now discuss these groupings, and their implications for future research, in order to chart a multidisciplinary conceptualisation of the Chav. Ultimately, my discussion will evidence how "out of place" Chavs appear to be in terms of race and ethnicity, class, and consumption choices. Chavs as “Wrong” WhitesThe dividing practices (Foucault) evident in UK popular media and websites such as Urbandictionary in the early 2000s distinctly separated “hypervisible ‘filthy whites’” (Tyler) from the “respectable whiteness” of the British middle-class. As Imogen Tyler puts it, “the cumulative effect of this disgust is the blocking of the disenfranchised white poor from view; they are rendered invisible and incomprehensible”, a perspective revisited in relation to the "celebrity chav" by Tyler and Joe Bennett. In a wider discussion of ethnicity, segregation and discrimination, Colin Webster discusses Chav and “white trash”, within the context of discourses that criminalise certain forms of whiteness. The conspicuous absence of whiteness in debates regarding fair representation of ethnicity and exclusion is highlighted here, as is the difficulty that social sciences often encounter in conceptualising whiteness in terms exceeding privilege, superiority, power, and normality. Bennett discusses Chavspeak, as a language conceived as enacting combinations of well-known sociolinguistic stereotypes. Chavspeak derives from an amalgamation of Black English vernaculars, potentially identifying its speakers as "race traitors". Bennett's exploration of Chavs as turncoats towards their own whiteness places them in an anomalous position of exclusion, as “Other” white working-class people. A Google image search for Chav conducted on 8th July 2020 yielded, in 198 of the first 200 images, the pictures of white youth. In popular culture, Chavs are invariably white, as seen in shows such as Little Britain, The Catherine Tate Show and, arguably, also in Paul Abbott’s Shameless. There is no question, however, that whiteness is an assumed and essential facet of Chav identity. Explorations of class and consumption may help to clarify this muddy conceptualisation of ethnicity and Chavs. Chavs as “Wrong” Working ClassChav discourse has been discussed as addressing intense class-based abhorrence (Hayward and Yar; Tyler). Indeed, while focussing more upon the nexus between chavs, class, and masculinity, Anoop Nayak’s ethnographic approach identifies a clear distinction between “Charver kids” (a slang term for Chav found in the North-East of England) and “Real Geordies” (Geordie is a regional term identifying inhabitants from that same area, most specifically from Newcastle-upon-Tyne). Nayak identified Chavs as rough, violent and impoverished, against the respectable, skilled and upwardly mobile working-class embodied by the “Real Geordies” (825). Similar distinctions between different types of working classes appear in the work of Sumi Hollingworth and Katya Williams. In a study of white, middle-class students from English urban state comprehensive schools in Riverside and Norton, the authors found that “Chav comes to represent everything about whiteness that the middle-classes are not” (479). Here, Chav is discussed as a label that school-age children reserve for “others”, namely working-class peers who stand out because of their clothing, their behaviour, and their educational aspirations. Alterity is a concept reinforced by Bennett’s discussion of Chavspeak, as he remarks that “Chavs are other people, and Chavspeak is how other people talk” (8). The same position is echoed in Sarah Spencer, Judy Clegg, and Joy Stackhouse’s study of the interplay between language, social class, and education in younger generations. Chavspotting is the focus of Bennett’s exploration of lived class experiences. Here, the evocation of the Chav is seen as a way to reinforce and reproduce dominant rhetoric against the poor. Bennett discusses the ways in which websites such as Chavscum.com used towns, cities and shopping centres as ideal locations to practice Chav-spotting. What is evident, however, is that behind Chavspotting lies the need for recontextualisation of normalising social practices which involve identification of determinate social groups in social spaces. This finding is supported by the interviews conducted by Ken McCullock et al (548) who found the Chav label, along with its regional variant of Charva, to be an extension of these social practices of identification, as it was applied to people of lower socioeconomic status as a marker of difference: “Chav/Charva … it’s what more posh people use to try and describe thugs and that” (McCulloch et al., 552).The semi-structured interview data gathered by Spencer, Clegg, and Stackhouse reveals how the label of Chav trickled down from stereotypes in popular culture to the real-life experiences of school-aged children. Here, Chavs are likened by school children to animals, “the boys are like monkeys, and the girls are like squeaky squirrels who like to slap people if they even look at you” (136) and their language is defined as lacking complexity. It bears relevance that, in these interviews, children in middle-class areas are once again “othering” the Chav, applying the label to children from working-class areas. Heeney’s discussion of the Chav pivots around questions of class and race. This is particularly evident as she addresses the media contention surrounding glamour model Katie Price, and her receipt of disability welfare benefits for her son. Ethnicity and class are key in academic discussion of the Chav, and in this context they prove to be interwoven and inexorably slippery. Just as previous academic discussions surrounding ethnicity challenge assumptions around whiteness, privilege and discrimination, an equally labyrinthine picture is drawn on the relationship between class and the Chavs, and on the practices of exclusion and symbolic to which they are subject. Chavs as “Wrong” ConsumersKeith Hayward and Majid Yar’s much-cited work points to a rethinking of the underclass concept (Murray) through debates of social marginality and consumption practices. Unlike previous socio-cultural formations (subcultures), Chavs should not be viewed as the result of society choosing to “reject or invert mainstream aspirations or desires” but simply as “flawed” consumers (Hayward and Yar, 18). The authors remarked that the negative social construction and vilification of Chav can be attributed to “a set of narrow and seemingly irrational and un-aesthetic consumer choices” (18). Chavs are discussed as lacking in taste and/or educational/intelligence (cultural capital), and not in economic capital (Bourdieu): it is the former and not the latter that makes them the object of ridicule and scorn. Chav consumption choices are often regarded, and reported, as the wrong use of economic capital. Matthew Adams and Jayne Rainsborough also discuss the ways in which cultural sites of representation--newspapers, websites, television--achieve a level of uniformity in their portrayal of Chavs as out of place and continually framed as “wrong consumers", just as Nayak did. In their argument, they also note how Chavs have been intertextually represented as sites of bodily indiscretion in relation to behaviours, lifestyles and consumption choices. It is these flawed consumption choices that Paul Johnson discusses in relation to the complex ways in which the Chav stereotype, and their consumption choices, are both eroticised and subjected to a form of symbolic violence. Within this context, “Council chic” has been marketed and packaged towards gay men through themed club events, merchandise, sex lines and escort services. The signifiers of flawed consumption (branded sportswear, jewellery, etc), upon which much of the Chav-based subjugation is centred thus become a hook to promote and sell sexual services. As such, this process subjects Chavs to a form of symbolic violence, as their worth is fetishised, commodified, and further diminished in gay culture. The importance of consumption choices and, more specifically, of choices which are considered to be "wrong" adds one final piece to this map of the Chav (Mason and Wigley). What was already noted as discrimination towards Chavs centred upon notions of class, socioeconomic status, and, ethnicity, is amplified by emphasis on consumption choices deemed to be aesthetically undesirable. This all comes together through the “Othering” of a pattern of consumerist choices that encompasses branded clothes, sportswear and other garments typically labelled as "chavvy". Chav: Not Always a LabelIn spite of its rare occurrence in academic discourse on Chavs, it is worth noting here that not all scholarly discussions focus on the notion of Chav as assigned identity, as the work of Kehily, Nayak and Young clearly demonstrates.Kehily and Nayak’s performative approach to Chav adopts an urban ethnography approach to remark that, although these socio-economic-racial labels are felt as pejorative, they can be negotiated within immediate contexts to become less discriminatory and gain positive connotations of respectability in given situations. Indeed, such labels can be enacted as a transitional identity to be used and adopted intermittently. Chav remains an applied label, but a flexible label which can be negotiated and adapted. Robert Young challenges many established conceptualisations of Chav culture, paying particular attention to notions of class and self-identification. His study found that approximately 15% of his 3,000 fifteen-year old respondents, all based in the Glasgow area, self-identified as Chav or "Ned" (a Scottish variant of Chav). The cultural criminological approach taken by Young does not clearly specify what options were given to participants when selecting "Neds or popular" as self-identification. Young’s work is of real value in the discussion of Chav, since it constitutes the only example of self-identification as Chav (Ned); future work reasserting these findings is required for the debate to be continued in this direction. Conclusion: Marginalised on All Fronts?Have Chavs been ostracised for being the wrong type of white person? Much has been discussed around the problematic role of ethnicity in Chav culture. Indeed, many scholars have discussed how Chav adopted the language, dress and style of ethnic minority groups. This assimilation of non-white identities leaves the Chav stranded on two fronts: (1) they are marked as Other by predominantly white social groups and vilified as race/ethnicity traitors (Bennett, Chavspeak); (2) they stand apart from ethnic minority identities through a series of exaggerated and denigrated consumption choices – adopting a bricolage identity that defines them against other groups surrounding them. Are Chavs the wrong type of white, working-class consumer? We know from the seminal works of Dick Hebdige and Stuart Hall that subcultural styles can often convey a range of semiotic messages to the outside world. If one were to bear in mind the potentially isolated nature of those considered Chavs, one could see in their dress a consumption of "status" (McCulloch et al., 554). The adoption of a style predominantly consisting of expensive-looking branded clothes, highly-visible jewellery associated with an exaggerated sporting lifestyle, stands as a symbol of disposable income and physical prowess, a way of ‘fronting up’ to labels of poverty, criminality and lack of social and cultural capital.As my charting process comes to a conclusion, with the exclusion of the studies conducted by Young, Kehily and Nayak, Chav is solely discussed as an “Othering” label, vastly different from the self-determined identities of other youth subcultures. As a matter of fact, a number of studies portray the angry reactions to such labelling (Hollingworth and Williams; Bennett; Mason and Wigley). So are Chavs vilified because of their whiteness, their class, or their consumption choices? More likely, they are vilified because of a combination of all of the above. Therefore, we would not be mistaken in identifying Chavs as completely lacking in identity capital. What is apparent from the literature discussed is that the Chav exists in an anomalous “no man's land”. ReferencesAdams, Matthew, and Jayne Raisborough. "The Self-Control Ethos and the Chav: Unpacking Cultural Representations of the White Working Class." Culture & Psychology 17.1 (2011): 81-97.Bennett, Joe. "‘And What Comes Out May Be a Kind of Screeching’: The Stylisation of Chavspeak in Contemporary Britain." Journal of Sociolinguistics 16.1 (2012): 5-27.———. "Chav-Spotting in Britain: The Representation of Social Class as Private Choice." Social Semiotics 23.1 (2013): 146-162.Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Boston: Harvard UP, 1984.Foucault, Michel. “The Subject and Power." Michel Foucault: Beyond Structuralism and Hermeneutics. Eds. Hubert L. Dreyfus and Paul Rabinow. Brighton: Harvester, 1982. 777-795.Hayward, Keith, and Majid Yar. "The Chavphenomenon: Consumption, Media and the Construction of a New Underclass." Crime, Media, Culture 2.1 (2006): 9-28.Hebdige, Dick. Subculture: The Meaning of Style. London: Methuen, 1979. Heeney, Joanne. "Disability Welfare Reform and the Chav Threat: A Reflection on Social Class and ‘Contested Disabilities’." Disability & Society 30.4 (2015): 650-653.Hollingworth, Sumi, and Katya Williams. "Constructions of the Working-Class ‘Other’ among Urban, White, Middle-Class Youth: ‘Chavs’, Subculture and the Valuing of Education." Journal of Youth Studies 12.5 (2009): 467-482.Johnson, Paul. "’Rude Boys': The Homosexual Eroticization of Class." Sociology 42.1 (2008): 65-82.Kehily, Mary Jane, and Anoop Nayak. "Charver Kids and Pram-Face Girls: Working-Class Youth, Representation and Embodied Performance." Youth Cultures in the Age of Global Media. Eds. Sara Bragg and Mary Jane Kehily. London: Palgrave Macmillan, 2014. 150-165.Maffesoli, Michel. The Time of the Tribes: The Decline of Individualism in Mass Society. London: SAGE, 1995.Martin, Greg. "Subculture, Style, Chavs and Consumer Capitalism: Towards a Critical Cultural Criminology of Youth." Crime, Media, Culture 5.2 (2009): 123-145.Mason, Roger B., and Gemma Wigley. “The Chav Subculture: Branded Clothing as an Extension of the Self.” Journal of Economics and Behavioural Studies 5.3: 173-184.McCulloch, Ken, Alexis Stewart, and Nick Lovegreen. "‘We Just Hang Out Together’: Youth Cultures and Social Class." Journal of Youth Studies 9.5 (2006): 539-556.Murray, Charles. The Emerging British Underclass. London: IEA Health and Welfare Unit, 1990.Nayak, Anoop. "Displaced Masculinities: Chavs, Youth and Class in the Post-Industrial City." Sociology 40.5 (2006): 813-831.Oxford English Dictionary. "Chav." 20 Apr. 2015.Renouf, Antoinette. “Tracing Lexical Productivity and Creativity in the British Media: The Chavs and the Chav-Nots.” Lexical Creativity, Texts and Contexts. Ed. Judith Munat. Philadelphia: John Benjamins Publishing, 2007. 61-93. Spencer, Sarah, Judy Clegg, and Joy Stackhouse. "Language, Social Class and Education: Listening to Adolescents’ Perceptions." Language and Education 27.2 (2013): 129-143.Thornton, Sarah. Club Cultures: Music, Media and Subcultural Capital. Cambridge: Polity, 1995.Tyler, Imogen. “Chav Scum: The Filthy Politics of Social Class in Contemporary Britain”. M/C Journal 9.5 (2006). 7 July 2020 <http://www.journal.media-culture.org.au/0610/09-tyler.php>.Tyler, Imogen, and Bruce Bennett. "‘Celebrity Chav’: Fame, Femininity and Social Class." European Journal of Cultural Studies 13.3 (2010): 375-393.Webster, Colin. "Marginalized White Ethnicity, Race and Crime." Theoretical Criminology 12.3 (2008): 293-312.Young, Robert. "Can Neds (or Chavs) Be Non-Delinquent, Educated or Even Middle Class? Contrasting Empirical Findings with Cultural Stereotypes." Sociology 46.6 (2012): 1140-1160.

Abstract This article uses a refugee centred approach to explore experiences of belonging through higher education. It is based on fieldwork conducted during the fall of 2019 in Gaziantep, Turkey. This article aims to understand the factors that form refugees’ sense of belonging and the degree to which the contextualized experiences of refugee youths influence their sense of belonging in the university. Interviews with participants suggest that various autobiographical, relational, cultural, and legal factors can foster in refugees a sense of belonging through campus experiences. At the same time, some participants indicated adverse experiences and a weaker sense of belonging due to the same factors. The university campus offers them relatively equal status as local students in a home-like, comparatively diverse, and welcoming place where their interactions with locals and peers increase. For some participants, their student identity facilitates their belongingness beyond the borders of the campus by empowering them. For others, university is another space where they experience a feeling of otherness. The results suggest that their experiences of belonging are relative, complex, and multidimensional.

Introduction As street protests and clashes between citizens and authorities in places as different as Ferguson, Missouri and Hong Kong in autumn 2014 demonstrate, everyday life in many parts of the world is characterised by conflicting and competing sets of cultural norms, values, and practices. The idea that groups create cultures that stand in contrast to “mainstream” or “dominant culture” is nothing new—sociology’s earliest scholars sought cultural explanations for social “dysfunctions” such as anomie and deviance. Yet our interest in this article is not about the problems that marginalised and non-normative groups face, but rather with the cultures that are created as part of dealing with those problems. Milton Yinger begins his 1982 book, Countercultures: The Promise and Peril of a World Turned Upside Down, by contrasting multiple perspectives on countercultures. Some thinkers have characterised countercultures as not only a mundane feature of social life, but as a necessary one: Countercultures and the many types of intentional communities they commonly create are not social aberrations. For thousands of years there have been attempts to provide alternatives for the existing social order in response to the perennial grounds for dissent: hierarchy and privilege […,] disgust with hedonism and consumerism […, and] a decline in the quality of life. (Yinger, Countercultures 1) Others, however, have discursively delegitimised countercultures by characterising them as something in between naiveté and unschooled arrogance. Speaking specifically about hippies in the 1960s, Bell argued that the so-called counter-culture was a children’s crusade that sought to eliminate the line between fantasy and reality and act out in life its impulses under a banner of liberation. It claimed to mock bourgeois prudishness, when it was only flaunting the closet behavior of its liberal parents. It claimed to be new and daring when it was only repeating in more raucous form […] the youthful japes of a Greenwich Village bohemia of a half century before. It was less a counter-culture than a counterfeit culture. (xxvi-xxvii) If Bell is at all right, then perhaps countercultures may be better understood as subcultures, a term that may not require the idea of opposition (but see Gelder; Williams, Subcultural). To tease this distinction out, we want to consider the value of the counterculture concept for the study of oppositional subcultures. Rather than uncritically assuming what counter means, we take a more analytical view of how “counter,” as similar to other terms such as “resistant” and “oppositional,” has been articulated by social scientists. In doing this, we focus our attention on scholarly works that have dealt explicitly with group cultures “that sharply contradict the dominant norms and values of the society of which that group is a part” (Yinger, Countercultures 3). The Relationship between Counterculture and Subculture Many scholars point to the Chicago School of sociology as developing the first clear articulation of subcultural groups that differed clearly from mainstream society (see for example, Gelder and Thornton; Hannerz, E.; Williams, Youth). Paul G. Cressey, Frederic Thrasher, and later William Foote Whyte each provide exemplary empirical studies of marginal groups that were susceptible to social problems and therefore more likely to develop cultures that were defined as problematic for the mainstream. Robert Merton argued that marginalised groups formed as individuals tried to cope with the strain they experienced by their inability to access the cultural means (such as good education and good jobs) needed to achieve mainstream cultural goals (primarily, material success and social status), but Albert Cohen and others subsequently argued that such groups often reject mainstream culture in favour of a new, alternative culture instead. Within a few years, conceptual distinctions among these alternative cultures were necessary, with counterculture and subculture being disambiguated in American sociology. Yinger originally employed the term contraculture but eventually switched to the more common counterculture. Subculture became most often tied either to the study of religious and ethnic enclaves (Mauss) or to deviance and delinquency (Arnold), while counterculture found its currency in framing the cultures of more explicitly political groups and movements (see for example, Cushman; George and Starr). Perhaps the clearest analytical distinction between the terms suggested that subculture refer to ascribed differences based upon socio-economic status, ethnicity, religion (and so on) in relation to the mainstream, whereas counterculture should refer to groups rooted in an explicit rejection of a dominant culture. This is similar to the distinction that Ken Gelder makes between subcultures based upon marginalisation versus non-normativity. Counterculture became best used wherever the normative system of a group contains, as a primary element, a theme of conflict with the values of the total society, where personality variables are directly involved in the development and maintenance of the group's values, and wherever its norms can be understood only by reference to the relationships of the group to a surrounding dominant culture. (Yinger, Contraculture 629) Even at that time, however, such a neat distinction was problematic. Sociologist Howard S. Becker demonstrated that jazz musicians, for example, experienced a problem shared in many service occupations, namely that their clients did not possess the ability to judge properly the value of the service rendered, yet nevertheless sought to control it. As a consequence, a subculture emerged based on the opposition of “hip” musicians to their “square” employers’ cultural sensibilities. Yet Becker framed their experiences as subcultural rather than countercultural, as deviant rather than political (Becker 79-100). Meanwhile, the political connotations of “counterculture” were solidifying during the 1960s as the term became commonly used to describe aspects of the civil rights movement in the US, hippie culture, and the anti-Vietnam or peace movement. By the end of the 1960s, subculture and counterculture had become analytically distinct terms within sociology. Cultural Studies and the Class-ification of Counterculture The reification of subculture and counterculture as ontologically distinct phenomena was more or less completed in the 1970s through a series of publications on British youth cultures and subcultures (see Hall and Jefferson; Hebdige; Mungham and Pearson). The Centre for Contemporary Cultural Studies (CCCS) in particular expended a great deal of collective mental energy theorising the material base upon which cultures—and in particular spectacular youth subcultures such as mods and punk—exist. As with Marxist analyses of culture more generally, class was considered a key analytic variable. In the definitive theoretical statement on subculture, Clarke, Hall, Jefferson, and Roberts argued that “the most fundamental groups are the social classes, and the major cultural configurations will be […] ‘class cultures’” (13). Subcultures were thus seen as ideological reactions to the material conditions experienced and made meaningful within working class “parent culture.” This is what made youth subcultures sub—a part of the working-class—as well as cultural—the process of expressing their structural position. Given the Marxist orientation, it should go without saying that subcultures, as working-class youth cultures, were seen as naturally in a state of conflict with bourgeois culture. But that approach didn’t account well for counter-currents that emerged from within the middle-class, whose relationship with the means of production was markedly different, and so the concept of counterculture was appropriated to describe a distinctly middle-class phenomenon. The idea that counterculture represented an overtly political response from within the dominant culture itself fitted with work by Theodore Roszak and Frank Musgrove, and later Yinger (Countercultures) and Ulf Hannerz, who each defined counterculture through its political and activist orientations stemming from a crisis within the middle-class. To further differentiate the concepts, the CCCS dismissed the collective aspect of middle-class resistance (see Clarke et al., 58-9, for a list of phenomena they considered exemplary of middle-class counterculture), describing it as more “diffuse, less group-oriented, [and] more individualised” than its working-class counterpart, the latter “clearly articulated [as] ‘near’ or ‘quasi’-gangs” (Clarke et al. 60). And whereas subcultures were centred on leisure-time activities within working-class environments, countercultures were concerned with a blurring of the boundaries between work and leisure. This conceptualisation was problematic at best, not least because it limits counterculture to the middle-class and subculture to the working class. It also gave considerably more agency and consequence to middle-class youths. It seemed that countercultures, with their individualist tendencies, offered individuals and groups choices about what and how to resist, as well as some expectations for social change, while subculturalists, locked within an unfortunate class position, could only resist dominant culture “at the profoundly superficial level of appearances” (Hebdige 17). Beyond the Limits of Class Cultures By 1980 cultural studies scholars had begun disassembling the class-basis of subcultures (see for example, G. Clarke; McRobbie; Griffin). Even though many studies still focused on stylised forms of opposition, subcultural scholarship increasingly emphasised subcultures such as punk as reflecting a more explicitly politicised resistance against the dominant or mainstream culture. Some scholars suggested that “mainstream culture” was used as a contrastive device to exaggerate the distinctiveness of those who self-identity as different (see U. Hannerz; Copes and Williams), while others questioned what subcultures could be seen as existing independently from, or in assumed opposition to (see Blackman; Thornton). In such cases, we can see a move toward reconciling the alleged limits of subculture as a countercultural concept. Instead of seeing subcultures as magical solutions and thus inevitably impotent, more recent research has considered the agency of social actors to overcome social divisions such as race, gender, and class. On the dance floor in particular, youth culture was theorised as breaking free of its class-binding shackles. Along with this break came the rhetorical distancing from CCCS’s definitions of subculture. The attempted development of “post-subculture” studies around the Millennium focused on consumptive behaviours among certain groups of youths and concluded that consumption rather than opposition had become a hallmark of youth culture broadly (see Bennett, Popular; Huq; Muggleton). For these scholars, the rave and club cultures of the 1990s, and others since, represent youth culture as hedonistic and relatively apolitical. “Post-subculture” studies drew in part on Steve Redhead’s postmodern approach to youth culture as found in The Clubcultures Reader and its companion text, From Subcultures to Clubcultures (Redhead). These texts offered a theoretical alternative to the CCCS’s view of oppositional subcultures and recognition that subcultural style could no longer be understood as a representation of ideological strain among working-class youths. Carried forward in volumes by David Muggleton and Rupert Weinzierl,,among others, “post-subcultural” scholarship criticised prior subcultural research for having objectified/reified mainstream/subcultural boundaries and authenticities, echoing Gary Clarke’s remark that the sharp distinction between us and them “rests upon [subculturalists’] consideration of the rest of society as being straight, incorporated in a consensus, and willing to scream undividedly loud in any moral panic” (71). Instead, the mixtures of punk, mod, skinhead and/or hippy styles among club-goers signalled “entirely new ways of understanding how young people perceive the relationship between music taste and visual style…revealing the infinitely malleable and interchangeable nature of the latter as these are appropriated and realised by individuals as aspects of consumer choice” (Bennett, Subcultures 613). Reincorporating the Counter into Subculture Studies The postmodern focus on cultural fluidity, individuality, and consumption highlights to some extent the agency that individuals have to make choices about the cultures in which they participate. To be sure, the postmodern and post-subculture critiques of class-based subculture studies were quite influential in the development of more recent subcultural scholarship, though not necessarily as they were intended. Much of the theoretical rhetoric of post-subculture scholarship (over-)emphasised heterogeneity, contingency, and play, which drew attention away from the collective identities and practices that continue to characterise many subcultures and groups. Fortunately, other scholars over the last decade have been critical of that approach’s failure to deal with perennial concerns related to participation in alternative cultural groups, including consumption (Buckingham), voice (Bae and Ivashkevich), education (Tuck and Yang), and group affiliation (Pilkington), among others. We want to follow this trajectory by explicitly reiterating the continuing significance of the “counter” aspects of subcultures. Two trends in social theory are exemplary in this reiteration. The first trend is a growing interest in re-theorizing resistance to refer to “a contribution to progressive transformations and radical changes in social and cultural structures” (Johansson and Lalander) rather than to a set of styles and practices through which working-class youth impotently rage against the machine. Resistance is qualitatively different from rebellion, which is often framed in terms of unconscious or irrational behaviour (Raby); resistance is first and foremost intentional. Subcultures articulate resistance to mainstream/dominant culture and may be measured across several continua, including passive to active, micro to macro, covert to overt, individual to collective, and local to global (see Williams, Resistance; E. Hannerz). Participants in countercultures see themselves as being more critically aware of what is happening in the world than the average person, believe that they act on that critical awareness in their thoughts, words, and/or deeds, and electively detach themselves from “involuntary or unconscious commitments” (Leary 253) to mainstream culture, refusing to uncritically follow the rules. The concept of resistance thus gives some momentum to attempts to clarify the extent to which members of alternative cultures intentionally break with the mainstream. The links between resistance and counterculture are explicitly dealt with in recent scholarship on music subcultures. Graham St John’s work on electronic dance music culture (EDMC), for example, offers a complex analysis of resistant practices that he conceptualizes as countercultural. Participation in EDMC is seen as more than simple hedonism. Rather, EDMC provides the scripts necessary for individuals to pursue freedom from various forms of perceived oppression in everyday life. At a more macro level, Madigan Fichter’s study of counterculture in Romania similarly frames resistance and political dissent as key variables in the articulation of a counterculture. Some recent attempts at invoking counterculture seem less convincing. Noting that counterculture is a relatively “unpopular term in social scientific research,” Hjelm, Kahn-Harris, and LeVine nevertheless proceed to theorize heavy metal as countercultural by drawing on the culture’s “transgressive” (14) qualities and “antagonistic […] attempts to shock and provoke [as well as] those occasions when metal, by its very presence, is shocking” (15). Other studies have similarly articulated “countercultures” in terms of behaviours that transgress mainstream sensibilities (see for example, Arthur and Sherman; Kolind). It is debatable at best, however, whether hedonism, transgression, or provocation are sufficient qualities for counterculture without concomitant cultural imperatives for both resistance and social change. This leads into a brief comment on a second trend, which is the growing interconnectedness of social theories that attend to subcultures on the one hand and “new” social movements (NSMs) on the other. “Traditional” social movements, such as the civil rights and labour movements, have been typically organised by and for people excluded in some way from full rights to participate in society, for example the rights to political participation or basic economic protection. NSMs, however, often involve people who already enjoy full rights as members of society, but who reject political and economic processes that injure them or others, such as marginalised groups, animals, or the environment. Some movements are contentious in nature, such as the Occupy-movement, and thus quite clearly antagonistic toward mainstream political-economy. NSM theories (see Pichardo), however, also theorize the roles of culture and collective identity in supporting both opposition to dominant processes and strategies for alternative practices. Other NSMs foster lifestyles that, through the minutiae of everyday practice, promote a ground-up reaction to dominant political-economic practices (see Haenfler, Johnson, and Jones). Both contentious and lifestyle movements are relatively diffuse and as such align with traditional conceptualisations of both subculture and counterculture. NSM theory and subcultural theories are thus coming together in a moment where scholars are seeking distinctly cultural understandings of collective lifestyles of resistance and social change. Conclusion Recent attempts to rephrase subcultural theory have combined ideas of the Birmingham and Chicago Schools with more contemporary approaches such as social constructivism and new social movements theory. Together, they recognise a couple of things. First, culture is not the determining structure it was once theorised to be. The shift in understanding subcultural groups as rooted in ascribed characteristics—being naturally different due to class, ethnicity, age, or to location (Park; Cohen; Clarke et al.)—to one in which subcultures are intentional articulations created by people, highlights the agency of individuals and groups to create culture. The break with realist/objectivist notions of culture offers promising opportunities for understanding resistance and opposition more generally. Second, the “counter” continues to be relevant in the study of subcultures. Subcultural participation these days is characterised as much or more by non-normativity than by marginalisation. As such, subcultures represent intentional protests against something outside themselves. Of course, we do not mean to suggest this is always and everywhere the case. 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ABSTRACTGreat progress in microbiota research during last decades resulted in a growing corpus of publications mentioning the term ‘microbiota’. Specifically, the human microbiota increasingly recognised nowadays as one of the most important health challenges is becoming an emerging research front. By examining over 28 000 microbiota-related papers from the Web of Science database, our study aims to characterise the evolution of publication patterns in this field between 1999 and 2017. The corpus is first analysed in terms of breakdown by journal subject categories, then an additional insight in the structuring of the microbiota research into different topics is provided by means of topic modelling. Our results demonstrate that over time (i) a substantial increase in the publications number is accompanied by a broad diversification of associated journal subject categories; (ii) the research focus moved outside from its primary research field showing successive shifts from dentistry and ecologically centred areas, through agri-food applied topics, towards the most recent clinical applications. The trends in thematic structure of the field presented from a historical perspective suggest that the current systemic approach to host–microbiota relationship inherited from the ecological background of the concept of microbiota has opened up a number of new research directions and perspectives.

What strikes me about the habits of the people who spend so much time on the Net—well, it’s so new that we don't know what will come next—is in fact precisely how niche in character it is. You ask people what nets they are on, and they’re all so specialised! The Argentines on the Argentine Net and so forth. And it’s particularly the Argentines who are not in Argentina. (Anderson, in Gower, par. 5) The preceding quotation, taken from his 1996 interview with Eric Gower, sees Benedict Anderson reflecting on the formation of imagined, transnational communities on the Internet. Anderson is, of course, famous for his work on how nationalism, as an “imagined community,” gets constructed through the shared consumption of print media (6-7, 26-27); although its readers will never all see each other face to face, people consuming a newspaper or novel in a shared language perceive themselves as members of a collective. In this more recent interview, Anderson recognised the specific groupings of people in online communities: Argentines who find themselves outside of Argentina link up online in an imagined diaspora community. Over the course of the last decade and a half since Anderson spoke about Argentinian migrants and diaspora communities, we have witnessed an exponential growth of new forms of digital communication, including social networking sites (e.g. Facebook), Weblogs, micro-blogging (e.g. Twitter), and video-sharing sites (e.g. YouTube). Alongside these new means of communication, our current epoch of globalisation is also characterised by migration flows across, and between, all continents. In his book Modernity at Large, Arjun Appadurai recognised that “the twin forces of mass migration and electronic mediation” have altered the ways the imagination operates. Furthermore, these two pillars, human motion and digital mediation, are in constant “flux” (44). The circulation of people and digitally mediatised content proceeds across and beyond boundaries of the nation-state and provides ground for alternative community and identity formations. Appadurai’s intervention has resulted in increasing awareness of local, transnational, and global networking flows of people, ideas, and culturally hybrid artefacts. In this article, we analyse the various innovative tactics taken up by migrant youth to imagine digital diasporas. Inspired by scholars such as Appadurai, Avtar Brah and Paul Gilroy, we tease out—from a postcolonial perspective—how digital diasporas have evolved over time from a more traditional understanding as constituted either by a vertical relationship to a distant homeland or a horizontal connection to the scattered transnational community (see Safran, Cohen) to move towards a notion of “hypertextual diaspora.” With hypertextual diaspora, these central axes which constitute the understanding of diaspora are reshuffled in favour of more rhizomatic formations where affiliations, locations, and spaces are constantly destabilised and renegotiated. Needless to say, diasporas are not homogeneous and resist generalisation, but in this article we highlight common ways in which young migrant Internet users renew the practices around diaspora connections. Drawing from research on various migrant populations around the globe, we distinguish three common strategies: (1) the forging of transnational public spheres, based on maintaining virtual social relations by people scattered across the globe; (2) new forms of digital diasporic youth branding; and (3) the cultural production of innovative hypertexts in the context of more rhizomatic digital diaspora formations. Before turning to discuss these three strategies, the potential of a postcolonial framework to recognise multiple intersections of diaspora and digital mediation is elaborated. Hypertext as a Postcolonial Figuration Postcolonial scholars, Appadurai, Gilroy, and Brah among others, have been attentive to diasporic experiences, but they have paid little attention to the specificity of digitally mediated diaspora experiences. As Maria Fernández observes, postcolonial studies have been “notoriously absent from electronic media practice, theory, and criticism” (59). Our exploration of what happens when diasporic youth go online is a first step towards addressing this gap. Conceptually, this is clearly an urgent need since diasporas and the digital inform each other in the most profound and dynamic of ways: “the Internet virtually recreates all those sites which have metaphorically been eroded by living in the diaspora” (Ponzanesi, “Diasporic Narratives” 396). Writings on the Internet tend to favour either the “gold-rush” mentality, seeing the Web as a great equaliser and bringer of neoliberal progress for all, or the more pessimistic/technophobic approach, claiming that technologically determined spaces are exclusionary, white by default, masculine-oriented, and heteronormative (Everett 30, Van Doorn and Van Zoonen 261). For example, the recent study by Ito et al. shows that young people are not interested in merely performing a fiction in a parallel online world; rather, the Internet gets embedded in their everyday reality (Ito et al. 19-24). Real-life commercial incentives, power hierarchies, and hegemonies also get extended to the digital realm (Schäfer 167-74). Online interaction remains pre-structured, based on programmers’ decisions and value-laden algorithms: “people do not need a passport to travel in cyberspace but they certainly do need to play by the rules in order to function electronically” (Ponzanesi, “Diasporic Narratives” 405). We began our article with a statement by Benedict Anderson, stressing how people in the Argentinian diaspora find their space on the Internet. Online avenues increasingly allow users to traverse and add hyperlinks to their personal websites in the forms of profile pages, the publishing of preferences, and possibilities of participating in and affiliating with interest-based communities. Online journals, social networking sites, streaming audio/video pages, and online forums are all dynamic hypertexts based on Hypertext Markup Language (HTML) coding. HTML is the protocol of documents that refer to each other, constituting the backbone of the Web; every text that you find on the Internet is connected to a web of other texts through hyperlinks. These links are in essence at equal distance from each other. As well as being a technological device, hypertext is also a metaphor to think with. Figuratively speaking, hypertext can be understood as a non-hierarchical and a-centred modality. Hypertext incorporates multiplicity; different pathways are possible simultaneously, as it has “multiple entryways and exits” and it “connects any point to any other point” (Landow 58-61). Feminist theorist Donna Haraway recognised the dynamic character of hypertext: “the metaphor of hypertext insists on making connections as practice.” However, she adds, “the trope does not suggest which connections make sense for which purposes and which patches we might want to follow or avoid.” We can begin to see the value of approaching the Internet from the perspective of hypertext to make an “inquiry into which connections matter, why, and for whom” (128-30). Postcolonial scholar Jaishree K. Odin theorised how hypertextual webs might benefit subjects “living at the borders.” She describes how subaltern subjects, by weaving their own hypertextual path, can express their multivocality and negotiate cultural differences. She connects the figure of hypertext with that of the postcolonial: The hypertextual and the postcolonial are thus part of the changing topology that maps the constantly shifting, interpenetrating, and folding relations that bodies and texts experience in information culture. Both discourses are characterised by multivocality, multilinearity, openendedness, active encounter, and traversal. (599) These conceptions of cyberspace and its hypertextual foundations coalesce with understandings of “in-between”, “third”, and “diaspora media space” as set out by postcolonial theorists such as Bhabha and Brah. Bhabha elaborates on diaspora as a space where different experiences can be articulated: “These ‘in-between’ spaces provide the terrain for elaborating strategies of selfhood—singular or communal—that initiate new signs of identity, and innovative sites of collaboration, and contestation (4). (Dis-)located between the local and the global, Brah adds: “diaspora space is the point at which boundaries of inclusion and exclusion, of belonging and otherness, of ‘us’ and ‘them,’ are contested” (205). As youths who were born in the diaspora have begun to manifest themselves online, digital diasporas have evolved from transnational public spheres to differential hypertexts. First, we describe how transnational public spheres form one dimension of the mediation of diasporic experiences. Subsequently, we focus on diasporic forms of youth branding and hypertext aesthetics to show how digitally mediated practices can go beyond and transgress traditional formations of diasporas as vertically connected to a homeland and horizontally distributed in the creation of transnational public spheres. Digital Diasporas as Diasporic Public Spheres Mass migration and digital mediation have led to a situation where relationships are maintained over large geographical distances, beyond national boundaries. The Internet is used to create transnational imagined audiences formed by dispersed people, which Appadurai describes as “diasporic public spheres”. He observes that, as digital media “increasingly link producers and audiences across national boundaries, and as these audiences themselves start new conversations between those who move and those who stay, we find a growing number of diasporic public spheres” (22). Media and communication researchers have paid a lot of attention to this transnational dimension of the networking of dispersed people (see Brinkerhoff, Alonso and Oiarzabal). We focus here on three examples from three different continents. Most famously, media ethnographers Daniel Miller and Don Slater focused on the Trinidadian diaspora. They describe how “de Rumshop Lime”, a collective online chat room, is used by young people at home and abroad to “lime”, meaning to chat and hang out. Describing the users of the chat, “the webmaster [a Trini living away] proudly proclaimed them to have come from 40 different countries” (though massively dominated by North America) (88). Writing about people in the Greek diaspora, communication researcher Myria Georgiou traced how its mediation evolved from letters, word of mouth, and bulletins to satellite television, telephone, and the Internet (147). From the introduction of the Web, globally dispersed people went online to get in contact with each other. Meanwhile, feminist film scholar Anna Everett draws on the case of Naijanet, the virtual community of “Nigerians Living Abroad”. She shows how Nigerians living in the diaspora from the 1990s onwards connected in global transnational communities, forging “new black public spheres” (35). These studies point at how diasporic people have turned to the Internet to establish and maintain social relations, give and receive support, and share general concerns. Establishing transnational communicative networks allows users to imagine shared audiences of fellow diasporians. Diasporic imagination, however, goes beyond singular notions of this more traditional idea of the transnational public sphere, as it “has nowadays acquired a great figurative flexibility which mostly refers to practices of transgression and hybridisation” (Ponzanesi, “Diasporic Subjects” 208). Below we recognise another dimension of digital diasporas: the articulation of diasporic attachment for branding oneself. Mocro and Nikkei: Diasporic Attachments as a Way to Brand Oneself In this section, we consider how hybrid cultural practices are carried out over geographical distances. Across spaces on the Web, young migrants express new forms of belonging in their dealing with the oppositional motivations of continuity and change. The generational specificity of this experience can be drawn out on the basis of the distinction between “roots” and “routes” made by Paul Gilroy. In his seminal book The Black Atlantic: Modernity and Double Consciousness, Gilroy writes about black populations on both sides of the Atlantic. The double consciousness of migrant subjects is reflected by affiliating roots and routes as part of a complex cultural identification (19 and 190). As two sides of the same coin, roots refer to the stable and continuing elements of identities, while routes refer to disruption and change. Gilroy criticises those who are “more interested in the relationship of identity to roots and rootedness than in seeing identity as a process of movement and mediation which is more appropriately approached via the homonym routes” (19). He stresses the importance of not just focusing on one of either roots or routes but argues for an examination of their interplay. Forming a response to discrimination and exclusion, young migrants in online networks turn to more positive experiences such as identification with one’s heritage inspired by generational specific cultural affiliations. Here, we focus on two examples that cross two continents, showing routed online attachments to “be(com)ing Mocro”, and “be(coming) Nikkei”. Figure 1. “Leipe Mocro Flavour” music video (Ali B) The first example, being and becoming “Mocro”, refers to a local, bi-national consciousness. The term Mocro originated on the streets of the Netherlands during the late 1990s and is now commonly understood as a Dutch honorary nickname for youths with Moroccan roots living in the Netherlands and Belgium. A 2003 song, Leipe mocro flavour (“Crazy Mocro Flavour”) by Moroccan-Dutch rapper Ali B, familiarised a larger group of people with the label (see Figure 1). Ali B’s song is exemplary for a wider community of youngsters who have come to identify themselves as Mocros. One example is the Marokkanen met Brainz – Hyves (Mo), a community page within the Dutch social networking site Hyves. On this page, 2,200 youths who identify as Mocro get together to push against common stereotypes of Moroccan-Dutch boys as troublemakers and thieves and Islamic Moroccan-Dutch girls as veiled carriers of backward traditions (Leurs, forthcoming). Its description reads, “I assume that this Hyves will be the largest [Mocro community]. Because logically Moroccans have brains” (our translation): What can you find here? Discussions about politics, religion, current affairs, history, love and relationships. News about Moroccan/Arabic Parties. And whatever you want to tell others. Use your brains. Second, “Nikkei” directs our attention to Japanese migrants and their descendants. The Discover Nikkei website, set up by the Japanese American National Museum, provides a revealing description of being and becoming Nikkei: As Nikkei communities form in Japan and throughout the world, the process of community formation reveals the ongoing fluidity of Nikkei populations, the evasive nature of Nikkei identity, and the transnational dimensions of their community formations and what it means to be Nikkei. (Japanese American National Museum) This site was set up by the Japanese American National Museum for Nikkei in the global diaspora to connect and share stories. Nikkei youths of course also connect elsewhere. In her ethnographic online study, Shana Aoyama found that the social networking site Hi5 is taken up in Peru by young people of Japanese heritage as an avenue for identity exploration. She found group confirmation based on the performance of Nikkei-ness, as well as expressions of individuality. She writes, “instead of heading in one specific direction, the Internet use of Nikkei creates a starburst shape of identity construction and negotiation” (119). Mocro-ness and Nikkei-ness are common collective identification markers that are not just straightforward nationalisms. They refer back to different homelands, while simultaneously they also clearly mark one’s situation of being routed outside of this homeland. Mocro stems from postcolonial migratory flows from the Global South to the West. Nikkei-ness relates to the interesting case of the Japanese diaspora, which is little accounted for, although there are many Japanese communities present in North and South America from before the Second World War. The context of Peru is revealing, as it was the first South American country to accept Japanese migrants. It now hosts the second largest South American Japanese diaspora after Brazil (Lama), and Peru’s former president, Alberto Fujimoro, is also of Japanese origin. We can see how the importance of the nation-state gets blurred as diasporic youth, through cultural hybridisation of youth culture and ethnic ties, initiates subcultures and offers resistance to mainstream western cultural forms. Digital spaces are used to exert youthful diaspora branding. Networked branding includes expressing cultural identities that are communal and individual but also both local and global, illustrative of how “by virtue of being global the Internet can gift people back their sense of themselves as special and particular” (Miller and Slater 115). In the next section, we set out how youthful diaspora branding is part of a larger, more rhizomatic formation of multivocal hypertext aesthetics. Hypertext Aesthetics In this section, we set out how an in-between, or “liminal”, position, in postcolonial theory terms, can be a source of differential and multivocal cultural production. Appadurai, Bhabha, and Gilroy recognise that liminal positions increasingly leave their mark on the global and local flows of cultural objects, such as food, cinema, music, and fashion. Here, our focus is on how migrant youths turn to hypertextual forms of cultural production for a differential expression of digital diasporas. Hypertexts are textual fields made up of hyperlinks. Odin states that travelling through cyberspace by clicking and forging hypertext links is a form of multivocal digital diaspora aesthetics: The perpetual negotiation of difference that the border subject engages in creates a new space that demands its own aesthetic. This new aesthetic, which I term “hypertext” or “postcolonial,” represents the need to switch from the linear, univocal, closed, authoritative aesthetic involving passive encounters characterising the performance of the same to that of non-linear, multivocal, open, non-hierarchical aesthetic involving active encounters that are marked by repetition of the same with and in difference. (Cited in Landow 356-7) On their profile pages, migrant youth digitally author themselves in distinct ways by linking up to various sites. They craft their personal hypertext. These hypertexts display multivocal diaspora aesthetics which are personal and specific; they display personal intersections of affiliations that are not easily generalisable. In several Dutch-language online spaces, subjects from Dutch-Moroccan backgrounds have taken up the label Mocro as an identity marker. Across social networking sites such as Hyves and Facebook, the term gets included in nicknames and community pages. Think of nicknames such as “My own Mocro styly”, “Mocro-licious”, “Mocro-chick”. The term Mocro itself is often already multilayered, as it is often combined with age, gender, sexual preference, religion, sport, music, and generationally specific cultural affiliations. Furthermore, youths connect to a variety of groups ranging from feminist interests (“Women in Charge”), Dutch nationalism (“I Love Holland”), ethnic affiliations (“The Moroccan Kitchen”) to clothing (the brand H&M), and global junk food (McDonalds). These diverse affiliations—that are advertised online simultaneously—add nuance to the typical, one-dimensional stereotype about migrant youth, integration, and Islam in the context of Europe and Netherlands (Leurs, forthcoming). On the online social networking site Hi5, Nikkei youths in Peru, just like any other teenagers, express their individuality by decorating their personal profile page with texts, audio, photos, and videos. Besides personal information such as age, gender, and school information, Aoyama found that “a starburst” of diverse affiliations is published, including those that signal Japanese-ness such as the Hello Kitty brand, anime videos, Kanji writing, kimonos, and celebrities. Also Nikkei hyperlink to elements that can be identified as “Latino” and “Chino” (Chinese) (104-10). Furthermore, users can show their multiple affiliations by joining different “groups” (after which a hyperlink to the group community appears on the profile page). Aoyama writes “these groups stretch across a large and varied scope of topics, including that of national, racial/ethnic, and cultural identities” (2). These examples illustrate how digital diasporas encompass personalised multivocal hypertexts. With the widely accepted adagio “you are what you link” (Adamic and Adar), hypertextual webs can be understood as productions that reveal how diasporic youths choose to express themselves as individuals through complex sets of non-homogeneous identifications. Migrant youth connects to ethnic origin and global networks in eclectic and creative ways. The concept of “digital diaspora” therefore encapsulates both material and virtual (dis)connections that are identifiable through common traits, strategies, and aesthetics. Yet these hypertextual connections are also highly personalised and unique, offering a testimony to the fluid negotiations and intersections between the local and the global, the rooted and the diasporic. Conclusions In this article, we have argued that migrant youths render digital diasporas more complex by including branding and hypertextual aesthetics in transnational public spheres. Digital diasporas may no longer be understood simply in terms of their vertical relations to a homeland or place of origin or as horizontally connected to a clearly marked transnational community; rather, they must also be seen as engaging in rhizomatic digital practices, which reshuffle traditional understandings of origin and belonging. Contemporary youthful digital diasporas are therefore far more complex in their engagement with digital media than most existing theory allows: connections are hybridised, and affiliations are turned into practices of diasporic branding and becoming. There is a generational specificity to multivocal diaspora aesthetics; this specificity lies in the ways migrant youths show communal recognition and express their individuality through hypertext which combines affiliation to their national/ethnic “roots” with an embrace of other youth subcultures, many of them transnational. 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