## 4 Case Studies
### Re-Contextualizing Intangible CH as a Factor of Inclusion and Cohesion in Design Ideation
In all of this, we considered ourselves \"_facilitators of negotiations and exploreers of opportunities and potentials_\" [85], as guides for the YRASs' storytelling--which in itself is and carries the YRASs' intangible CH [86], and has been shown to (i) foster discussions around intangible CH \"_particularly in communities at risk of social exclusion_\" and to (ii) help identify intangible values and support mutual understanding and empathy [45]. It bears repeating that we aimed to explore the YRASs' digital ecosystem for learning. So, while CH was not our main object of study, it did shine through in our activities as an influencing factor. Our methodology aimed to support this by fostering an atmosphere of openness of actively sharing and listening to different perspectives, an atmosphere of (socio-cultural) inclusion and cohesion in the group. Also, our own diverse cultural backgrounds sensitized us to (some of the) YRASs' experiences, fostering empathy and rapport with the YRAS living in a foreign country with social and cultural norms different from their own. This led us beyond reflection on action towards reflexivity, critically inspecting our own experiences, values, and beliefs [87; 88; 89]. All of the  
Figure 1: Arts-based artifacts from a co-design project with young refugees and asylum seekers (from left to right: visual storytelling with cue cards, draw–write–tell, pupil view template). above was crucial to the project as it allowed us (i) to bridge communication/understanding issues we otherwise might not have been able to resolve and (ii) to elucidate aspects of social/cultural inclusion, cohesion, and thus multiperspectivity related to the YRASs' digital ecosystems. It also shows that the socio-cultural backgrounds, and thus arguably the CH of participants and researchers, must be considered in projects that strive for multiperspectivity, inclusion, and cohesion in HCI research, whether focused on CH or not. In other words, intangible and inherited CH is a crucial factor when interacting and working with participants and reflecting on these interactions during data collection and analysis in HCI projects. So it should not just be considered important when it is the explicit object of study but needs to be (re-)contextualized as an influencing factor of such projects and a path towards multiperspectivity and socio-cultural inclusion and cohesion in HCI. During the workshop activities, we noticed that our approach of using co-design and arts-based methods (ABMs)--in combination with meeting the YRAS repeatedly, building rapport and trust--was indeed helpful to create a safe space for the YRAS to open up, reflect on and share their experiences. They allowed us to gain valuable insights into their diverse uses of digital technology (in general and for learning), thus identifying gender and race as barriers to their technology use, e.g., social media [78]. However, we also noticed an increased need for us to be flexible in the way we use ABMs. Not all language barriers (nor the shyness of some YRAS) could be bridged by our ABMs, and we had to adapt them, for example, by repeating instructions and changing their wording on the fly, by improvising sentence completion for the \"tell\" phase in draw-write-tell and by being accepting of indirect communication via mediators and translators, i.e., participants helping, translating and summarizing for each other--even though this can influence the stories ultimately being told as it mixes joint with individual reflection. Such methodological flexibility is inherent to ABMs--due to their focus on introspection and interpretation [90]--so openness to engage with ABMs and to embrace their philosophical worldview is an important factor here for both participants and researchers [91]. An example illustrating the benefits of such methodological flexibility should not go unmentioned here: We asked for the visual storytelling scenes--which showed the learning experiences of a fictional young YRAS--to be shared by the YRASs but left the \"how\" to them.