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Composing lives that have a sense of coherence is part of the identity making of refugee families and shapes their attempts for social inclusion. Their struggles for narrative coherence are shaped by the bumping places and tensions that they experience as their lives bump against dominant narratives that structure the policies and practices of many institutions including schools. Using narrative inquiry, we inquired into the experiences of three Syrian refugee families as they bumped against institutional policies and practices. Drawing on two years spent alongside children and their parents we composed field and research texts that showed the importance to understand social inclusion in school settings through the experiences of individual children and families. It is important to focus on experience to redefine the significance of narrative coherence in relation to social inclusion and to create spaces for telling stories that can help transform school policies and practices.

Abstract Landslides sometimes creep for decades before undergoing runaway acceleration and catastrophic failure. Observing and monitoring the evolution of strain in time and space is crucial to understand landslide processes, including the transition from slow to fast movement. However, the limited spatial or temporal resolution of existing landslide monitoring instrumentation limits the study of these processes. We employ distributed acoustic sensing strain data below 1 Hertz frequency during a three-day rainfall at the Hollin Hill landslide and quantify strain-rate changes at meter and sub-minute scales. We observe near-surface strain onset at the head scarp, strain acceleration at a developing rupture zone, retrogression towards the scarp, and flow-lobe activity. These processes with displacements of less than 0.5 mm are undetected using other methods. However, the millimeter processes over three days agree with previously observed seasonal landslide patterns. Here, we show landslide processes occurring with nanostrain-rate sensitivity at spatiotemporal resolution previously not possible.

Little attention has been given to the experiences of refugee families parenting a child living with disabilities as they resettle in a new country. Using narrative inquiry, we inquired into the experiences of two Syrian refugee families' identity-making and agency in their efforts to secure services and programs for their children in Canada. We drew on field texts composed over two years that we spent alongside the children and their parents. The families experienced multiple and complex difficulties as they attempted to recompose their lives alongside their children. We identified multiple tensions and bumping places as the parents negotiated their and their children's experiences on school and other institutional landscapes. The families' stories showed the importance of using their experiences as the starting point for creating inclusive spaces for their children.

While refugees are part of patterns of global migration, their ordinary lives remain obscured. In a narrative inquiry into the lives of Syrian refugee families who came to Canada within the past 4 years, we focused on their experiences of belonging, agency, and identity as part of social inclusion. The main focus was the lives of young children and their families as they made sense of Canadian institutional settings. Working with two community-based Arabic-speaking women, we engaged with each family for up to two years. Data (field texts) included recorded and informal conversations, photographs, memory box artefacts, field notes on activities, and art work. In an initial analysis, we wrote narrative accounts of each family's experiences. Second level analysis involved collaborative identification of two narrative threads that cut across families' experiences: making and sustaining familial and community relationships and composing stories to live by as a process of becoming. We draw on one family's experiences to illustrate these threads. Learning to speak English is a central component within each thread. Tensions between inclusion and exclusion, which become apparent as families struggled to hold on to who they were, and as they worked to reimagine and recompose their lives, are visible.

In this interview, author, researcher, and professor D. Jean Clandinin reflects on her many years of experience as a narrative inquiry researcher, teacher, and teacher educator. She believes that growing up in a large, extended family with rooted engagement in the community set the stage for her later interest in narrative inquiry. She describes the many varied scholars who have had an influence on her and explains the basic tenets of narrative inquiry in both the classroom and research contexts. The challenges that face narrative inquiry researchers are described and she shares her vision of how things are changing. Finally, she tells one of her favorite narrative inquiry stories.

This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees' experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.

Social and Emotional Learning (SEL) has five competencies: relationship skills, responsible decision-making, self-awareness, social awareness, and self-management. A promising practice to promote positive SEL is school garden programming. There is a need to understand how school gardens impact SEL by consolidating existing research. In this scoping review, we synthesized evidence describing the impact of school gardens on youth SEL. We included studies that described school garden interventions, collected data from youth, and measured SEL. We screened 1589 abstracts and 76 full-text articles. Eight studies met the inclusion criteria. While the included qualitative studies demonstrated that school garden programming can positively influence SEL, the included quantitative studies had few statistically significant results. Thus, at this time we can only say that qualitative research from five studies suggests that school garden programs have the potential to successfully enhance experiences that promote SEL but more research is needed to further investigate this claim.

Abstract Background African American adults suffer disproportionately from obesity-related chronic diseases, particularly at younger ages. In order to close the gap in these health disparities, efforts to develop and test culturally appropriate interventions are critical. Methods A PRISMA-guided systematic review was conducted to identify and critically evaluate health promotion interventions for African Americans delivered in barbershops and hair salons. Subject headings and keywords used to search for synonyms of ‘barbershops,’ ‘hair salons,’ and ‘African Americans’ identified all relevant articles (from inception onwards) from six databases: Academic Search Ultimate, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Embase, PsycINFO, PubMed, Web of Science (Science Citation Index and Social Sciences Citation Index). Experimental and quasi-experimental studies for adult (> 18 years) African Americans delivered in barbershops and hair salons that evaluated interventions focused on risk reduction/management of obesity-related chronic disease: cardiovascular disease, cancer, and type 2 diabetes were included. Analyses were conducted in 2020. Results Fourteen studies met criteria for inclusion. Ten studies hosted interventions in a barbershop setting while four took place in hair salons. There was substantial variability among interventions and outcomes with cancer the most commonly studied disease state (n = 7; 50%), followed by hypertension (n = 5; 35.7%). Most reported outcomes were focused on behavior change (n = 10) with only four studies reporting clinical outcomes. Conclusions Health promotion interventions delivered in barbershops/hair salons show promise for meeting cancer screening recommendations and managing hypertension in African Americans. More studies are needed that focus on diabetes and obesity and utilize the hair salon as a site for intervention delivery. Trial registration PROSPERO CRD42020159050 .