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The phenomenon of loneliness among healthcare providers, particularly nurses, has garnered increasing attention due to its detrimental effects on individual well-being and professional retention. The isolation experienced by nurses has been linked to heightened turnover rates and intentions to leave the profession, posing significant challenges to healthcare systems globally. Recognizing loneliness as an epidemic in 2023, the U.S. Surgeon General highlighted the urgency of addressing this issue within the healthcare workforce. This paper explores evidence-based strategies to mitigate loneliness and promote social connectedness among nurses, drawing insights from various stakeholders. It aims to offer actionable recommendations to enhance the nursing experience and retain professionals in the field. Strategies include peer support programs, mentorship initiatives, wellness activities, and fostering open communication. Leveraging technology for virtual connections is also highlighted, especially in remote work scenarios. A holistic approach is vital, combining individual, interpersonal, and systemic interventions to combat nurse loneliness. Prioritizing social connectedness fosters a supportive work environment, benefiting both nurses and patient care quality. • Policies promoting social connection and belonging improve nursing work environments. • Supportive work relationships enhance belongingness and nurse well-being. • Nurse leaders foster belonging with positive communication and supportive teamwork. • Faculty mentorship and social support systems improve nursing student experiences. • Social connectedness and belonging reduce the risk of burnout in nursing professionals. [ABSTRACT FROM AUTHOR]

This paper critically examines the ways ageing migrants perceive and experience a sense of belonging in a mediascape during the pandemic. It underscores how 15 elderly people from Culturally and Linguistically Diverse (CALD) backgrounds in Victoria, Australia stayed connected among their networks in and beyond Australia by accessing and consuming COVID-19 information via traditional and digital channels. By analysing the data based on conducting remote interviews in 2020 and 2021, the findings highlight the paradoxical nature of mediated belonging. On the one hand, ageing migrants forged connections at a distance with their familial and social networks by circulating and consuming COVID-19 information. This practice provided ageing migrants an assurance of their safety and their networks. On the other hand, differentiation and racialisation stirred frustrating, polarising and exclusionary-mediated environments. In this case, they deployed connective strategies to negotiate connections and belonging. In sum, this paper reveals the possibilities and politics of mediated belonging fuelled by intersecting structural and technological divides. [ABSTRACT FROM AUTHOR]

Within the past few years, pandemics like HIV/AIDS, influenza, and SARS-CoV-2 have become common worldwide. The COVID-19 pandemic, which broke out recently, profoundly impacted the world. As part of containing this pandemic, lockdowns which put a moratorium on human mobility and associational life became a dominant measure. Yet these mobilities and associational life are the lifeblood of migrants and diaspora belonging. This paper examines the impacts of bans on associational life on migrants and, further, what migrants did to continue living in the absence of these associations during the COVID-19 pandemic. The paper is based on a case study of Lydiate informal settlement in Zimbabwe, where Malawian migrants have established an ethnic enclave to shield themselves from the precarity and injustices of foreign lands. Through convivial and digital ethnographic fieldwork, the paper revealed that bans on associational life disrupted community engagements and binding religious associational life, increased targeted violence and "othering," and perpetuated stigma and discrimination and loss of ties with family and fictive kin. However, migrants restructured their associational life by adopting agile and new forms of belonging to get by, including relocating religious shrines to more secretive places or conducting religious ceremonies in the dark, drinking beer within the perimeter of the settlement, using of WhatsApp and instant messaging and WhatsApp groups for important community updates, and collective resistance. I termed these strategies "nimble forms of sociality and belonging," meaning there are lithe mechanisms that migrants employ to further their sociality even when they are restricted. [ABSTRACT FROM AUTHOR]

The changing social, cultural and physical characteristics and uses of public spaces by migrants are of longstanding interest to social scientists. Often embedded in uses of public spaces are splinters, resonances and connections to home and migration. This paper examines the religious spaces that Sri Lankan migrants engage with in Sydney and Melbourne, Australia. To untangle the complexities associated with these spaces, we integrate a framework of belonging that encompasses rituals, relationships and restrictions. A multilayered dataset, which includes interviews with the Sri Lankan diaspora, (auto)ethnography, field observations and photography, revealed that within the Sri Lankan diaspora, individuals often used religious spaces to maintain rituals and identities. The data uncovered that some participants in the diaspora used religious spaces to gather and socialise with other diaspora members while others had dynamic relationships with these spaces – that is, the meanings attributed to religious spaces were at times fraught with tensions and hostilities towards religious practice and feelings of welcome. In this paper, we offer a snapshot of a growing diaspora in Australia and their negotiations to belong (or not). [ABSTRACT FROM AUTHOR]

This paper pursues the argument that finding a way for people with profound intellectual and multiple disabilities to belong in inclusive research requires starting from a deep knowledge of the people in question. This paper illustrates this idea in action showing what can be possible from building research around 'being with' people with profound intellectual disabilities, creating intersubjective knowledge together. It follows the journey of fostering a relational research space that a young person with profound intellectual and multiple disabilities can occupy, their assenting to share the space and ensuing exploring together in embodied ways. Small stories show where this particular open road of inclusive research can lead. The analysis interacts with provocations from decolonising research that demand respect for wider ways of knowing, doing research and being human. The paper invites reflection on the ways in which research needs to be deconstructed to be inclusive for all. [ABSTRACT FROM AUTHOR]

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The present paper examines Nadine Gordimer's The Conservationist (1974) in order to present a postcolonial reading of it in light of Homi K. Bhabha's ideas. It firstly discusses the significance of this novel and its narrative style, along with its context (Apartheid and the Zulu culture). Then it examines the central characters (Mehring and Jacobus) with the help of Bhabha's key concepts of hybridity and mimicry. The paper analyzes the relationship between the foreign white master, Mehring, and his native black servants, and underlines that the displaced colonial subjects (such as Jacobus) can, through mimicry, defy the oppression of imperial hegemony from within. In the text of Gordimer's novel we can witness the formation of new cultural hybrids. It is characteristic of Gordimer's fiction to reflect upon interactions between European and indigenous cultures. It is also argued that the funeral at the very end of the novel is in fact a transformation; for one, it brings about a change of focus and the readers shall end the novel bearing the memory of the black man in their minds. [ABSTRACT FROM AUTHOR]

In this paper I develop an urban social geography of neurodiversity that attends to the plurality of neurodiversity and of neurodiverse experiences of the city. Geographers have remained relatively silent on issues of neurodiversity in the city and, as such, the perspectives and experiences of neurodiverse individuals remain vastly unreported. The city is a crucial spatial context of everyday life for those who are neurodiverse as it can present challenges due to its complex, unpredictable and fluid nature. Drawing on recent calls for the development of a relational geography of disability, this paper explores the intricate geographies of neurodiversity in the city, revealing ways urban spaces become spaces of belonging or exclusion for those who are neurodiverse. Urban spaces are experienced in diverse and complex ways, linked to a multitude of neurological differences and their intersections. The paper reveals social, spatial and temporal practices and processes through which urban spaces acquire meaning for those who are neurodiverse. The research offers important insights for urban planning and policy, particularly in terms of thinking complexly about neurodiversity and associated questions of inclusion and exclusion in the city. The paper concludes with a discussion of some future research directions for an urban geography of neurodiversity. In this paper I develop an urban social geography of neurodiversity that attends to the plurality of neurodiversity and of neurodiverse experiences of the city. Drawing on recent calls for the development of a relational geography of disability, this paper explores the intricate geographies of neurodiversity in the city, revealing ways urban spaces become spaces of belonging or exclusion for those who are neurodiverse. The paper reveals social, spatial, and temporal practices and processes through which urban spaces acquire meaning for those who are neurodiverse. The research offers important insights for urban planning and policy, particularly in terms of thinking complexly about neurodiversity and questions of inclusion and exclusion in the city. [ABSTRACT FROM AUTHOR]

Belonging is important for student motivation, retention and engagement. However, belonging is difficult to foster in the online environment, and the pandemic necessitating a shift to online learning has meant that many senior students may not feel that they belong at university. Drawing on qualitative data obtained via two online questionnaires, this paper conceptualises the impact of online learning on students' sense of belonging by focusing on the interconnected nature of spatial, academic and social belonging, which serves to foster an overall sense of personal belonging. The paper also considers what the role of academic literacy modules is in this situation, as they are uniquely situated to foster a sense of belonging in students. A model for conceptualising the interconnected nature of belonging is also presented. [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Following the establishment of a multilingual children's library section in Sheffield, England, this paper explores logistical and emotional considerations concerning the set-up and running of the library, and its role within the community. Adopting a case study approach, data are derived from book stock and borrowing statistics, feedback from multiple events (including multilingual storytelling and story writing events, and a reading scheme), as well as a library staff and a parent focus group. Data were analysed thematically according to logistical and emotional concerns, with subthemes – such as borrowing patterns, identity, belonging and physical and metaphorical 'space' being identified within the data. The research highlights shortcomings in cataloguing facilities, and in the way in which 'successes' are measured in library management and research, while adding significantly to our understanding of the contribution multilingual resources and events in public libraries makes to a community's sense of identity and belonging. The notion of real and metaphorical 'space' for multilingualism as part of library provision forms a vital addition to the way libraries might consider their roles in diverse societies. [ABSTRACT FROM AUTHOR]

The outsider phenomenon is an existential pathology interrelated with the need to belong. It is a group related experience that has developmental foundations. W. R. D. Fairbairn (1952), was one of the first psychoanalysts who systematically challenged Freudian theory, and located the human experience within social relationships. Fairbairn (1935) suggested that the family is the first social group, leading to affiliations with important groups external to the family. This paper extrapolates from Fairbairn's ideas about schizoid character, which is an interpersonal experience, to group experiences in a family and with identity groups. Fairbairn's notions about the unavoidable activation of schizoid processes may help us understand what makes the outsider experience so pervasive. [ABSTRACT FROM AUTHOR]

The sector-wide challenge of student mental wellbeing within higher education (HE) requires universities to systematically and holistically enhance their practice and approaches. This paper recounts how an interdisciplinary team of academics, senior leaders, professional services and Students' Union representatives across seven institutions responded to this need by collaboratively identifying definitions, good-practice for replication, and benefits of activity to embed mental wellbeing in the curriculum. Considering and exploring definitions across HE, our study provides clarity and reference points for definitions, particularly around the nature of "embedding" in relation to mental wellbeing for students. Five core themes for mental wellbeing in HE were identified and defined through this study: flourishing or thriving, balance, community and belonging, dynamic, and inclusive. Furthermore, a five-point definition of embeddedness developed; it being modeled in practice, tailored to needs, inherent in values, ethos and culture, a holistic partnership approach, and represented in strategy supported by appropriate resource. These are represented as a MentalWellbeing Embeddedness Framework. The study sought good-practice examples from across seven HE providers, presented as example resources for replication by others in the sector seeking to address similar challenges within their institutions. Twenty-seven examples were developed into an online open educational resource toolkit, providing clear examples for use in a range of settings and responding to different needs around student mental wellbeing. Each example sharing its original rationale for development and clear list of benefits to be seen from replicating the initiative. Sector feedback to date indicates referencing the definitions activity and expanding this for use in other contexts, replication of good-practice examples in different settings, and support for identification of the benefits that can be achieved from embedding mental wellbeing in the curriculum. This paper is a call to action, shaping the future direction of student mental wellbeing, supported by policy, practice, and constant innovation. [ABSTRACT FROM AUTHOR]

This paper, relying on a thematic review of the literature, aimed to explore the influence of culture on human relations, particularly on love. We highlighted the innate need of humans to belong and be part of a community and, moreover, partake in an intimate relationship. Most humans yearn for intimacy, and thus it was defined and described. In our Western culture, intimacy is often found in marriage, usually built on love. Love, if not nurtured, may fade, and so we described what happens when it does. Romantic relationships, where love is usually expressed and actualized, were examined, including how it is shown, how time affects love, and what causes love relationships to be marred by loneliness. The main part of the paper is devoted to examining the effect of culture on love, its expression, and on romantic relationships. While love may be universal, its development, expression, and importance in intimate relationships differ depending on the culture and era in which it occurs. [ABSTRACT FROM AUTHOR]

Research on gender in fisheries often argue that women's contributions are important to the functioning of fisheries and are worthy of recognition. However, this has so far failed to consider how women experience and practice belonging to fisheries. This paper structures the analysis of women's narratives around three conceptualisations of belonging: i) how women perform place-belongingness; ii) the politics of belonging; and iii) more-than-human co-constructions of belongings. To develop the conceptual approach, the paper synthesises these three concepts with an understanding of belonging as fluid and adaptable to particular situated relationships. In doing so, the paper explores how women's gendered belongings are co-constructed and performed in the male-oriented UK fisheries contexts. Drawing on in-depth qualitative interviews, the paper finds that women's practices of belonging make and maintain fishing communities and places, and that women's practices of belonging both confirm and challenge longstanding notions of who belongs in the fishery – with women fishers challenging socio-spatial exclusions in fishing. Women's belongings in fishing were further co-constructed in relation to the more-than-human such as fishing materialities, smells, non-human animals and the ocean. The concept of belonging helps to highlight the processes of becoming with fish, fishing and the fishery – even when there are no clear identities and identifications available for the women involved. [ABSTRACT FROM AUTHOR]

This paper explores how storying can be used to uncover experiences of student belonging throughout their time in Higher Education. It adopts a framing of belonging that is fluid and which recognises shifting notions of belonging over time. A focus on storying is particularly useful for understanding belonging as it enables university staff to listen carefully and with empathy to what matters to students, what shapes their experiences, and how to communicate these in a way which invites positive action. Through storying with undergraduate student articulations gathered through a survey, interviews and focus groups at a university in the UK, the paper identifies the multifaceted and connected spaces of belonging, temporalities and relationships that come to affect student belonging. Ultimately the paper argues for the collective responsibility of staff and students to create a space of belonging for all, rather than the prevalent discourse which often puts the onus on an individual to "fit in". [ABSTRACT FROM AUTHOR]

In this paper I look at the widespread, and often much debated, abandonment and reuse of church buildings in the Netherlands. I focus on the striking case of the Roman Catholic Chassé Church that, after years of being left abandoned, was converted into the Chassé Dance Studios and Hotel. Based on ethnographic fieldwork at the site, I show that the transformation process of the Chassé Church took place within a field of contestation in which different groups involved, articulated distinct modes of understanding the site and attributing it with value. I argue that these registers of valuation all centre in important ways on notions of home. Consequentially, while the repurposing of the church building represents the loss of a home for some, it has been co-opted as an instrument of home-building by others. For the latter, the site has played an important role in their quests for local belonging, feeling at home in the neighbourhood and, to some extent, delineating a national culture. By tracing such emotions of not only attachment and belonging, but also loss and nostalgia, this paper calls attention to the everyday affective dimension of processes of religious heritage making. [ABSTRACT FROM AUTHOR]

This paper addresses the continued conundrums of racial and religious diversity in education. While social diversity is steadily increasing in Global North countries, there is little evidence of meaningful conviviality. Conversely, despite decades of dedicated multiculturalist policymaking, there is ample evidence of persisting educational disparities affecting pupils from minority backgrounds, as well as de facto segregation inside classrooms. This paper examines two reasons for the ongoing situation. Firstly, we explore the history of ‘intercultural’ approaches to education and demonstrate that they are too detached from the unequal dynamics of social and political life in diverse contexts. Secondly, we employ the concept of ‘museumification’ to show that diversity is often performed and curated, which ultimately keeps dominant structures intact. We conducted multi‐stakeholder participatory research in Birmingham, UK. The research involved several stages and outcomes, including collecting stories from Birmingham denizens with a refugee/immigrant background, working with a celebrated photographer to produce portraits of participants and using these materials to co‐produce educational resources for primary and secondary schools. Our findings suggest that ‘diversity’ must be approached, taught and learned as a lived/living reality, which will account for its highly complex, iterative and dis/located dynamics at the level of individual and communal identities. We articulate this through the concept of ‘living diversity’. [ABSTRACT FROM AUTHOR]

The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre‐service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9‐month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre‐service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre‐service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre‐service teachers and helps to explore the importance of context. [ABSTRACT FROM AUTHOR]

This study examines a child's personal experiences with peer relationship building in the classroom and is guided by Vygotsky's cultural historical concepts of the social situation of development and cultural tools and Hedegaard's (2012) model for learning and development. Hedegaard's (2012) dialectical—interactive approach was adopted to analyse the data for this study which was gathered using digital video observations of a grade one classroom within the western suburbs of Melbourne, Victoria, Australia over a five week period. This paper explores the strategies used by children that enables them to balance their desire for peer relationships while remaining within what is considered acceptable behaviours by their teachers within the classroom. It is argued that it is important for schools to continue to strive to find the balance between institutional demands while creating social situations that foster peer relationships. [ABSTRACT FROM AUTHOR]

In this paper, I analyse forms of belonging and un-belonging created in a situation of permanent liminal legality in one’s place of residence. The concept of liminal legality zooms in on spaces of social existence in everyday lives in a context of legal ambiguity. The focus of the paper is Eritrean and Ethiopian migrant communities who resided in the Sudanese capital Khartoum in 2021. The majority had lived in Khartoum for decades, or were even born there, but remain without any hope for full legal status or citizenship in Khartoum. Based on 30 in-depth interviews with Eritrean and Ethiopian migrants, I analyse the complex and ambiguous forms of belonging and un-belonging this liminal legality produces, and how aspirations are created and shaped by it. I argue that in certain aspects of everyday life, liminal legality does not hinder a social existence as quasi-citizens of Khartoum. At the same time, important aspirations are being curtailed by liminal legality. This creates forms of un-belonging that undermine social existence. I conclude that migrants are subject to the enduring power of the nation-state in defining who belongs and who is excluded. [ABSTRACT FROM AUTHOR]

Queer experience is often considered at odds with 'the South;' moreover, notions of Southern belonging are commonly formed through experiences with place and are riddled with contradictions. Utilizing qualitative data collected from twenty-three semi-structured interviews, this paper seeks to understand the ways lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students, faculty, and staff at a large state college in Metro Atlanta understand their identity in place, and negotiate experiences of belonging within a rural, suburban, and urban Southern milieu. By engaging the qualitative interviews of LGBTQ + people as stories of place, this paper queers essentialist and one-dimensional understandings of 'the South,' Georgia, and Metro Atlanta, by attending to the ways gender identity/expression and sexuality are produced through and felt in place. These queer feelings provide the context to consider the everyday negotiations of belonging that take place and the ways LGBTQ + Southerners live, love, and resist in 'the South.' [ABSTRACT FROM AUTHOR]

Formal and informal peer-to-peer support through advice plays an important role in enhancing students' experiences and ensuring their success in higher education. For international students who often face social and cultural challenges adapting to their new university environment, direct and authentic guidance from peers can be vital in helping them acclimate and cope with their transition to campus. This paper examines the cross-cultural adjustment experiences of over 400 international students enrolled at a mid-sized, research-intensive university located in the United States (U.S.). Relying on a qualitative research design, we analyzed data from reflection essays written by international students between 2013 and 2021 and used Oberg's culture shock theory (1960) as a lens to interpret data on experiences that impacted their sociocultural adjustment. Based on their lived experiences, these students identified specific areas that current and future international students could focus on to ease their adjustment to a new culture and academic environment. Guided by five main themes, the discussion highlights salient factors that impact international students, calling for new ways for addressing their adjustment to university life in the U.S. Our findings enabled us to offer insights to university officials as they develop and deliver acculturation and transition programs to their international student community. [ABSTRACT FROM AUTHOR]

This paper explores how Korean migrant churches in Aotearoa New Zealand can find a balance between missions (understood as extending the Church) and Mission1 (construed as participation in the missio Dei), in relation to their sense of belonging. For this purpose, the research uses a qualitative methodology interview method guided by interpretivism. The paper begins by identifying key contextual factors related to Koreans in New Zealand as migrants, Christians and missional beings. The responses of 31 research participants regarding what constitutes a “sense of belonging” are analysed in terms of visible and invisible belonging. Visible belonging is associated with churches that have strong boundaries, and invisible belonging is found in one’s relationship with God; the two can be correlated with missions and Mission, respectively. The analysis suggests that a missional understanding can be a trigger for enabling interaction between visible belonging as missions and invisible belonging as Mission, through three missional concepts: purpose, progress and experience. Finally, the paper suggests practical ways that Korean churches in New Zealand can balance missions and Mission by following three missional guidelines. [ABSTRACT FROM AUTHOR]

Rejecting theorizations of refugee camps as humanitarian spaces of exception and bare life, recent research has emphasized how camps are sites of material struggle, and how refugees are agential political subjects. While valuable, this research bifurcates between the material dwellings of refugee camps on one hand and the political subjectivity of refugees on the other. In contrast, this paper examines how Palestinian refugees reproduce a sense of collective belonging within the physical space of the camp and through material practices of care. This research centers the voices of Palestinian children to understand how they view their inherited refugee identities in the context of multi-generational displacement. Using participatory digital storytelling, this research illustrates how, for some Palestinian refugee children, a sense of longing for a future return to their past homeland motivates acts of care in the present that produces a sense of belonging in the camp. The creative agency that refugee youth demonstrate in articulating this entangled temporality of belonging challenges top-down models of youth socialization and refugee subjectivity. The importance of visual and narrative practices in reproducing refugee-ness suggests a wider role for creative methods in research with refugees. This paper introduces place-based digital storytelling as one such method. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between nature contact, wellbeing and belonging in the resettlement experiences of young refugees in Finland. Drawing on qualitative data, including participant-made artworks and semi-structured interviews, it explores the different ways refugees encounter nature in their past, present and (imagined) future. Using a relational wellbeing approach, the paper considers how subjective, material and relational dimensions of wellbeing arise and interrelate within refugees' encounters with nature and how these encounters link with refugees' developing sense of belonging to people and places in Finland. The paper describes how, in the context of refugee resettlement, nature encounters can foster a sense of belonging in three ways: through restoration and attachment in the present, through maintaining links with the past, and through shaping desires about a future in which to thrive. Considering refugees' sense of belonging in Finland as part of the relational wellbeing generated, in part, from their encounters with nature, these three aspects of belonging represent particular interrelations between subjective, material and relational dimensions of refugees' wellbeing. [ABSTRACT FROM AUTHOR]

Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Finnish society has become increasingly diverse relatively recently, notably during the past few decades. This paper explores the perceptions of early childhood education and care (ECEC) teachers (n = 11) about the cultural capital of those children and families growing up in immigrant background families and their sense of belonging in early childhood settings in Finland. We draw on curriculum frameworks to understand these constructs. The paper utilises Bourdieu's concept of cultural capital to conceptualise the sense of belonging for children and families with an immigrant background in Finnish ECEC. The interviews consisted of two pairs and two group interviews with teachers from four ECEC centres, each including two to four ECEC teachers. The data analysis is based on a constructivist grounded theory (CGT) informed content analysis. This approach shows how ECEC teachers' pedagogical practices guide immigrant families and children in Finland towards a national identity. The findings indicate that play and language learning facilitated the development of cultural capital. Nonetheless, it is crucial to investigate the family viewpoint in the future. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore how organizations can measure diversity, equity and inclusion, and what are the potential areas where they can take initiatives to meet the diversity, equity and inclusion goals. Design/methodology/approach: This paper explains the distinction among diversity, equity and inclusion. It elaborates on the separate perspectives that organizations need to adopt to define and measure each one of them. It consequently brings attention to their implications for research, practice and society. Findings: This paper reveals that the goals of diversity, equity and inclusion, although related, need to be approached independently. The three concepts need to be measured individually and separate initiatives need to be designed and implemented to attain those goals. Originality/value: This paper highlights the conceptual differences among diversity, equity and inclusion, and their evaluation. It underscores that diversity itself is not sufficient in ensuring organizational performance. Most of the discussion around implementing diversity pays little attention to steps that need to be taken to ensure equity and inclusion of the diverse workforce. This paper seeks to address this gap. [ABSTRACT FROM AUTHOR]

In lay and academic discourse, bureaucracy almost seems coterminous with the production and circulation of paper, writing, and type. Indeed, the flows of bureaucratic paperwork and documentation weigh heavy, but how are other media and material forms implicated in bureaucratic relationships and encounters? This Special Section considers the photographic portrait as an enduring bureaucratic technology across different histories and geographies. How are people's likenesses key media of social recognition and aspirational performances of citizenship? Given that making and circulating images is now widely accessible across the globe, how has photography become a significant means through which subjects struggle for recognition in the contemporary moment? Focusing on state borders and categories, we argue that bureaucracy's demand for identification documents has not only sustained photographic practices but also shaped the ways people in liminal positions advance claims of citizenship. [ABSTRACT FROM AUTHOR]

The recent COVID-19 pandemic uncovered some already existing but somewhat hidden inequalities in different countries. Many features of inequalities that pre-existed the COVID-19 pandemic for a long time were uncovered due to this radical shift in living arrangements globally. This paper focuses on one particular feature of these inequalities: housing situation of one Iranian asylum seeker in a heim (refugee accommodation) in Germany. Contributing to an understanding of how political resistance can be exercised through personal biographies, the paper differentiates between the notion of 'unhome' from home by discussing three factors: choice, anchor and the significant of others. The paper contributes to the growing scholarships around home in migration and its intersection with personal narratives. [ABSTRACT FROM AUTHOR]

Closing the achievement gap for minority students in higher education requires addressing the lack of belonging these students experience. This paper introduces a psychological intervention that strategically targets key elements within the learning environment to foster the success of minority students. The intervention sought to enhance Palestinian minority student's sense of belonging by increasing the presence of their native language. We tested the effectiveness of the intervention in two field experiments in Israel (n > 20,000), at the height of the COVID-19 pandemic when all classes were held via Zoom. Lecturers in the experimental condition added a transcript of their names in Arabic to their default display (English/Hebrew only). Our findings revealed a substantial and positive impact on Palestinian student's sense of belonging, class participation, and overall grades. In experiment 1, Palestinian student's average grade increased by 10 points. In experiment 2, there was an average increase of 4 points among Palestinian students' semester grade. Our intervention demonstrates that small institutional changes when carefully crafted can have a significant impact on minority populations. These results have significant implications for addressing educational disparities and fostering inclusive learning environment. [ABSTRACT FROM AUTHOR]

Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as 'success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students. The paper discusses the importance of Indigenous centres/units in providing a space where Indigenous students can connect with each other, with staff, and with their own cultural identities. The paper then discusses the development of strategies that can be adopted by all universities across Australia to strengthen and improve the completion rates of Indigenous students. [ABSTRACT FROM AUTHOR]

This paper explores the complex dynamics of racialization and whiteness within the context of British Turks’ pursuit of belonging in multiscale public spaces in the UK. It examines how these dynamics ultimately lead them to perceive themselves as “non-British” and affirm their place as “Other” within mainstream British society. Based on their experiences in multiscale spatialities, ranging from urban and provincial cities to university campuses and pubs, this study delves into subtle forms of exclusions and stigmatizations tied to differentiated ways British Turks are racialized, revealing how racial identities are constantly reconstructed and contested in these spaces. Based on the discourses of racialization and whiteness emanating from the social and political context in which xenophobia and Islamophobia emerge, the findings highlight the need to consider the intersections of race, ethnicity, culture, and religion in understanding how British Turks constantly question their place and belonging in the UK and confront racial boundaries and different forms of racisms including Islamophobia within various settings in Britain. [ABSTRACT FROM AUTHOR]

This paper explores Polish experiences of lived diversities in the UK through the lens of their precarious socio-economic status and ambivalent racial identity. Using the concept of conditional citizenship, the article explores how being only tentatively accepted in British society affects Polish migrants' understandings of British diversity. Drawing on qualitative data from a study of Polish migrants' lived diversities, this paper exposes the repertoires of actions that individuals apply in different social contexts in the process of learning to live with diversity. It advances the academic debate on everyday multiculturalism through an exploration of the relationship between conditional citizenship and lived diversities and contributes to an understanding of migrants' racism by contextualising it within national hierarchies of belonging. [ABSTRACT FROM AUTHOR]