Personal identification (PID) is an important, if often overlooked, barrier to accessing the social determinants of health for many marginalized people in society. A scoping review was undertaken to explore the range of research addressing the role of PID in the social determinants of health in North America, barriers to acquiring and maintaining PID, and to identify gaps in the existing research. A systematic search of academic and gray literature was performed, and a thematic analysis of the included studies (n = 31) was conducted. The themes identified were: (1) gaining and retaining identification, (2) access to health and social services, and (3) facilitating identification programs. The findings suggest a paucity of research on PID services and the role of PID in the social determinants of health. We contend that research is urgently required to build a more robust understanding of existing PID service models, particularly in rural contexts, as well as on barriers to accessing and maintaining PID, especially among the most marginalized groups in society.

This study examines the utility of an arts integrated multiliteracies approach called Parallaxic Praxis (PP) in English language learning among English language learners in a Canadian university. It focuses on how this approach influences learning and the insights gained from its application. The research focused on two participants' experiences in the Learning English Through the Arts program. Data was gathered through participant observation and interviews. Findings reveal that the PP model enables social justice by serving both as a research tool that values and encourages the diverse perspectives of participants and researchers, and a pedagogical tool that fosters self-identity formation and knowledge-sharing. This approach shifts the landscape of English language education beyond a deficit thinking model. Furthermore, integrating arts with multiliteracies is highlighted as a vital disposition for addressing the learning needs of English language learners. The study offers productive implications for English language teaching policies and pedagogical strategies for ESL teachers.