1. What does the term ‘healing journey’ mean to you? 2. In what ways do you currently feel social work is both a gift and a burden? 3. What lessons does Gloria’s story teach us about who is responsible for what? 4. What is the difference for you (if any) between disability and dis Ability?

One of the most interesting, and rapid, recent changes in live stand-up comedy is the increased number of disabled comedians performing. This chapter examines the performances of two disabled comedians – Laurence Clark and Rosie Jones – to explore how their performances may be viewed as social justice comedy through an analysis of the techniques used, and themes explored, in their performances. The chapter begins by considering the ways in which disability has been represented in comedy across history. Attention then shifts to how stand-up comedy can be considered a tool for social justice. The focus then turns to the methodological framework used to gather and analyse performances by Laurence Clark and Rosie Jones, before examining how the techniques used, and themes explored, in their performances may have social justice potentials and impacts for disability and disabled people and how the limits to these potentials and impacts can be understood.

This chapter explores how the term ‘Chernobyl child’ expanded over time to encompass nearly all children from Belarus and Ukraine, categorized based on their perceived suffering and need for help. This classification, while useful for securing aid, often led to ethical dilemmas about who deserved assistance. Through specific examples, the chapter illustrates how this categorization not only shaped their experiences abroad but also influenced how they and others understood their identities. The chapter also delves into how these trips abroad served as a means for the children to cope with the trauma of the Chernobyl disaster. While these journeys opened their eyes to different cultures, they often involved significant emotional challenges, such as adjusting to unfamiliar environments and confronting the reality of their situation. These experiences, though difficult, played a crucial role in how the children processed their pasts and envisioned their futures. The chapter shows that, despite the challenges, the trips sometimes led to lasting relationships with host families, providing a complex blend of support and difficulty in dealing with their traumatic histories.

Chapter 2 explores an important premise which underlies this critique of the law: it examines the idea that disfigurement inequality is a problem which merits a legal response – namely the granting of protective rights under the Act. It concludes that, despite some uncomfortable distinctions, there is a compelling case for a legal response in this area. The nature of law’s current response is then laid out. Relevant parts of the international legal framework – including EU law, the UN Convention on the Rights of Persons with Disabilities (‘CRPD’) and decisions of the European Court of Human Rights (‘ECtHR’) applying the European Convention on Human Rights – are explained by reference to the models of disability which implicitly inform them.

The so-called Holiness Code of Leviticus highlights the importance of ethical living if Israel is to be holy as God is holy. This chapter discusses the historical-critical arguments around the composition of the Holiness Code but focuses mainly on bridge Leviticus creates between the holiness of Israel’s tent and God’s tent. Ethical purity is as important as ritual purity in Leviticus and requires holiness in every aspect of Israel’s life.

The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics. This chapter looks at the application of reflective learning tools to enhance teaching of the Arts, as well as inclusion and diversity in the classroom (specifically disability). Its focus, therefore, is to separate teaching from subjective assessment of teachers.

The plays of Sean O’Casey are filled with aches and pains, debilitating diseases, and traumatic wounds. He was himself a disabled writer. Furthermore, his presentation of disease and disability is inseparable from his critique of class, militarism, and masculinist ideology. This chapter shows how O’Casey’s depictions of disability are more nuanced than they may at first appear. He does demonstrate an essentialist tendency to see female resilience as a triumph over the failures of male impairment, yet, in plays such as Juno and the Paycock and The Silver Tassie, O’Casey allows space for contrary readings that speak with relevance to contemporary understandings of disability.

This chapter replays the origin story of whiteness to better recover how Toni Morrison, in her field-defining Playing in the Dark (1992), identified whiteness’s hauntings by the twinned shadow of Blackness and disability. By rereading Morrison’s interpretation of Edgar Allan Poe’s 1838 The Narrative of Arthur Gordon Pym, the chapter traces out how the critical study of whiteness needs to reevaluate and expand key ableist concepts and terms within the field lest it repeat and reinscribe disability oppression. Returning to Morrison’s foundational essay identifies interpretive strategies for a “crip abolitionist critique” that dismantles an entangled history of whiteness and disability. In its last section, the chapter then maps out this crip abolitionist methodology for whiteness studies through a reading of Victor LaValle’s 2012 novel The Devil in Silver, in which LaValle reimagines the white race traitor as an abolitionist caretaker.

In this chapter of Complex Ethics Consultations: Cases that Haunt Us, the, the author reflects on change in practice in end-of-life care and ethics consultation since the publication of the first edition. As society becomes increasingly diverse, it is important that clinical ethicists recognize that principlism and Western concepts of ethics do not serve all of the needs of the diverse populations and communities that seek care. These cases encourage us and others to stop, pause, and be curious. More often than not, we have time to foster dialogue, thoughtfully explore the consequences of potential pathways of our actions and give respect to the weightiness of death.

A fundamental task for you, as a teacher, is to get to know and understand the students you teach in the broad context of the school, community and society in which they live. By doing this, you will increase your awareness of the diverse backgrounds, experiences and needs of your students and their families. Knowledge and understanding will shape your teaching philosophy, influence your views and attitudes, and guide you in effectively teaching and supporting your students. This chapter aims to support you in answering the question: Who are my students? We will examine several theories to help you explore ways of viewing, understanding and thinking about teaching for diversity. Australian data and statistics, and teacher and student narratives, will provide you with a snapshot of today’s student cohort. This includes students from diverse family, religious, cultural, linguistic and socio-economic backgrounds, and those with a range of abilities, disabilities and orientations. You will gain insight into some of the impacts of mental health and complex trauma on children and young people and consider your role in fostering positive school experiences for all students.

Chapter 7 examines how international patient movements, inspired by organizations in the USA and Western Europe, have come to see ‘de-regulation’ as a way to accelerate the translation of science into marketable medical products. But in research abroad and an international meeting hosted in the UK, conversations with international patient organisation (health organisation) representatives for Muscular Dystrophy (MD) and Spinal Cord Injury (SCI) and patients from Asia, Europe and the USA shed different light on this. Discussions show that, in a world characterized by regulatory capitalism and inequality among countries, ‘de-regulation’ cannot ‘save’ patients through increased access to experimental medicine in the same way. For, the performance of regulation in a country is contingent upon the material and organisational resources available to health organisations and the population in general in a juridical mandate. The politics of redemptive regulation in international health movements risks reconfiguring healthcare developments by a misrecognition of actual patient needs and local practices. This chapter further raises questions about the potential benefits and costs of regenerative medicine to various patient groups in societies with different standards of wealth, welfare and political governance.

This chapter analyzes how Prince’s text underscores her disabilities and illnesses resulting from the physical, emotional, and psychological abuse she encountered and the labor she performed in both enslaved and free legal situations across geopolitical locations. Her memoir also moves between past and present tenses, active and passive voices. Through these literary techniques, she emphasizes disability and mobility as hardship as well as means of acquiring agency within the legal and everyday restrictions and demands people in power in the Caribbean and Britain placed on her in daily life. Prince’s intervention in the slave narrative genre as the first-known woman-authored autobiography in the genre widens interpretative terrain about Black enslavement and freedom, as she draws our attention to her physicality, disability, movement, and agency as a woman.