In this study, YouTube videos concerning public education were identified and evaluated. The researcher typed the term public education into the YouTube search bar and then analyzed the first 60 videos provided by the site. Two coders (the researcher included) independently coded the videos as either negative, neutral, or positive in light of the following question: "Is public education portrayed in this video in a negative, neutral, or positive manner?" The theory of Internet information gatekeepers and the theory of social construction of reality provided the theoretical framework for the study, and the results were discussed through the lenses provided by these theories.

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The main objective of this article is to provide a critical view, through autoethnographic inquiry, of one of the seemingly most innocent, popular, and “inclusive” public statements (and images) for welcoming/tolerating “outcasts.” More specifically, the article aims to demonstrate the marginalizing and power-assertive nature of seemingly “inclusive” statements. It points out how good intentions to be inclusive, when done carelessly, not only fail to lessen the distance between “us” and “them” but actually widen the gap between the two. Another objective of this article is to provide others who feel marginalized a way of thinking that might be helpful in dealing with such issues.

The purpose of this study was to examine empirical studies published on child acculturation in terms of use of theory. Based on a computerised database search, 31 empirical studies published in the last five years were found and examined. Findings of this study indicated that 74% of the empirical studies employed theory explicitly. Common theories utilised explicitly in the studies were Berry's and Szapocznik's acculturation theories. Concerns about authors' use of theory practices were addressed. Benefits of utilising theory explicitly were discussed and suggestions for future studies were made.