Intercultural competence and diversity awareness are relevant to handling “fake news” related to minorities and migrants, thus preventing “othering” and stereotyping of vulnerable populations. Teachers and schools can play a central role in preventing the spread of far-right ideologies and the dissemination of false information and hate discourse. For that, bringing together intercultural competence and news literacy, conceptualised as “critical intercultural news literacy,” is needed to navigate disinformation related to minorities and their connection to polarising themes. In this article, we focus on false or misleading information published on online platforms that brings together two salient topics: the Covid-19 pandemic and minorities. We discuss the issues of concern around the transformation of such material into a didactic resource for the school context and we question whether such practice can (paradoxically) lead to reinforcing or reproducing its undesirable content, i.e., to the othering of school populations that are targeted by false or manipulative information. This leads us to discuss potential problems associated with the pedagogical use of false information by teachers and, in resonance with the theme of this thematic issue, we claim that inclusive media education should also be an education for diversity and inclusion, through the development of critical intercultural news literacy.

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Based on the heuristics proposed by Helen Nissenbaum to assess ethical issues surrounding research using new technologies, this paper discusses the ethics of the collection and analysis of migrants' digital traces for academic research purposes. Concretely, this paper is grounded on an empirical research that applies a topic modeling approach to a large dataset of migrants' posts written on Facebook groups. After discussing the nine aspects proposed by Nissenbaum, the paper contends that while researchers strive to comply with ethical measures by, for instance, asking adequate questions and protecting the collected data, the lack of transparency of social networking sites is harmful to critical social sciences and can hamper findings that contribute to understanding migratory patterns and decisions.

Emerging Adulthood ist von Arnett (2000) als eine Lebensphase der Selbstfindung und der Instabilität zwischen der Adoleszenz und dem Erwachsenenalter vorgeschlagen worden. Auf der Grundlage einer Fallstudie fragen wir in diesem Beitrag, wie transnationale Migrationserfahrungen diese Phase beeinflussen. Gleichzeitig reflektieren wir, inwiefern das Konzept der Emerging Adulthood im Kontext von Jugend, transnationaler Migration und sozialer Benachteiligung angemessen ist. Arnetts Konzept betrachten wir eher als ein Narrativ, das zentrale gesellschaftlichen Erwartungen artikuliert. Auf diese Weise eignet es sich als sensibilisierendes Konzept, um Verhältnisse zu beschreiben, die diesen Erwartungen verletzen.

Drawing from a networked perspective of migration and from the concept of “transnational education,” this paper investigates the education-related topics discussed in Facebook groups among Brazilian migrants in Germany. The paper examines the “latent ties” activated in migrant Facebook groups as part of networks that can be used to collect information about migratory pathways involving educational opportunities. A qualitative content analysis was conducted with 2.297 posts retrieved from six Facebook groups divided into location, vocational education and training (VET), and professional groups. The outcomes point out that there is a demand for transnational education beyond university degrees. Additionally, the paper highlights that latent ties can be used to collect and cross-check information in migratory contexts involving education.