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The contribution of the built environment within communities plays a significant role in the higher rates of childhood obesity, particularly among black and Hispanic youth. The purpose of this paper is to investigate neighborhood assets and barriers to nutrition and physical activity in an underserved, majority-minority suburban community in New York State, USA using Photovoice, a community-based participatory research method.

Nine local youth took photographs to visually identify the community’s environmental assets and barriers. Through an extensive review and selection of photos and group discussion themes were identified. Final results of the Photovoice project were presented to local policy makers and community members for action.

Participants provided complex and insightful perspectives of health inequalities in the suburbs, including limited access to fresh, healthy food, and safe spaces for physical activity. They also understood that improving nutrition and physical activity practices required policy changes and civic engagement.

This study represented one suburban area of New York, and is not meant to be representative of all suburban areas. However, the findings of environmental barriers to childhood obesity are similar to those found in urban areas, suggesting similarities in low-income communities of color.

This study suggests that Photovoice is an effective way of collaborating between various community stakeholders (particularly youth) in an underserved suburb that can result in community changes.

Besides achieving all three Photovoice goals – recording and reflection, dialogue, and reaching policymakers – the Photovoice project identified a long-standing environmental hazard as a result of the partnerships established between the youth, academic institution, community-based organizations, and residents. This study also identified factors in the built environment that contribute to health disparities in a racially segregated suburban community.

This study aimed to explore the relationships between school cost, school quality, and students' achievement in private schools in the UAE. Moreover, it also aimed to determine the extent to which socio-economic factors influence student outcomes.

A quantitative survey research design was employed by distributing a survey to students' parents in private schools (n = 400) who were selected randomly. The data were analyzed using SPSS software. Therefore, descriptive statistics, correlation analysis, linear regression, and multiple regression analysis were used to provide a comprehensive understanding of the relationships between the variables.

A significant positive association was found between school costs and school quality. Furthermore, parents reported that their children's outcomes were significantly associated with the costs that they paid to schools. Additionally, school quality had a significant impact on students' achievement and explained approximately 38% of the variation in students' achievement. The results also demonstrated a significant association between school cost, parents' income, and students' outcomes.

This study explores the relationships between school cost, school quality, and students' achievements. Additionally, it examines the influence of socioeconomic factors on the relationships between the study variables. The context of this study is the United Arab Emirates (UAE).

This study aims to explore young children’s information practices within the context of their individual interests, examining children’s interest-related information activities, challenges encountered and enablers received.

Participants included 18 children between five and seven years of age and their parents. Data were collected using a multi-stage participatory approach. Children shared their experiences via a book discussion, poster activity, participant-generated photography and a photo-elicitation interview. Parents provided information about family demographics and their perceptions of their children’s individual interests, information practices and digital media use via questionnaires. Data were analyzed using the constant comparative method.

Young children seek information via print and digital objects, other people and experiences, and use information by applying it to their activities and sharing information with others. Challenges to information activities include children’s own capabilities and skills, constraints of information sources and parental restrictions on their activities. Enablers include affordances of technology and parental support.

This study takes a holistic approach to understanding young children’s perspectives of their information activities, examining information use and sharing activities in addition to information seeking.

This research investigates the effect of imposing a tax on sugar-sweetened beverages (SSBs) on the likelihood of purchasing SSBs. We design and test an experimental framework that examines this and the effects of providing an explanation about the presence of an SSB tax and information about the negative health effects of consuming SSBs. Consistent with Elbel, Taksler, Mijanovich, Abrams, and Dixon (2013) and Taylor, Kaplan, Villas-Boas, and Jung (2019), we find that imposing a tax, in addition to increasing the conspicuousness of the tax by explaining the presence of a tax (and in some cases, the negative health effects) reduces the likelihood of purchasing an SSB anywhere from 8.39% to 18.15%. We contribute to the public health and tax policy literature by testing consumer choice in a controlled experimental setting and considering the effect of individual differences on the choice to purchase SSBs. Imposing a tax on SSBs may be an effective tool for decreasing SSB consumption that is made more effective when the tax is conspicuous.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.

Three distinctive domains of inquiry in comparative and international education (CIE) point to epistemic fault lines that simultaneously enable and disable the possibilities for social transformation in the cultural ecologies that demarcate, but also entangle, the so-called Global South and the North. Historically, these domains of inquiry – language/multilingualism, education, and development – engage arenas in which ideas about wellbeing, social arrangements, and the politics of knowledge (and of power) are constantly constructed, contested, and renegotiated. This analysis pinpoints some of the discursive technologies, which guarantee that active scholarly innovations and differentiation proceed in ways that ultimately leave intact the territorialized regionalizations of development differences. It reflects on ongoing fieldwork from the South to highlight three spheres of social control, and struggle, illustrative of the coloniality of difference and the expanding institutionalization of learning (as schooling) in an era of global interventionism. These loci – the sources of knowledge traditions, the sites of its enactment, and the power of knowledge transactions – represent overlapping activation points through which education interventions both stimulate and stultify social transformations. Specifically, the sources, sites, and power of knowledge offer empirical and discursive tools for historiographic reconsideration of the role of linguistic diversity and education in social change processes, and, crucially, for shifting critical focus from merely the occidentality of contemporary education traditions to the universalism of its social imaginaries. In this critical reading of new understandings of language(s) as invention, therefore, lies analytic opportunities for rethinking epistemic dilemmas in linking education and “development” in CIE scholarship.