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This chapter explores the proposition that Australia’s abusive treatment of refugees and asylum seekers can be traced back to a denial of the foundational violence of colonisation.

By adopting a psychoanalytic frame, the research explores three questions: is Australia engaging in cruel, degrading and humiliating treatment of asylum seekers, a treatment that devolves into torture? If so, how is this operationalised? And finally what does the abuse satisfy within the state?

The work uses Freud’s paper, ‘Mourning and Melancholia’, and Melanie Klein’s work on the paranoid/schizoid position to describe the psycho-affective terrain from which this abuse emanates.

The chapter takes this psycho-affective terrain as the foundation and then investigates the impact the privatised detention regime has had in enabling the known/unknowability of the abuse and mechanisms at work within media practice to create ‘torturable subjects’ (Mendiola, 2014, p. 13).

The response of the receiver to a voiced patient safety concern is frequently cited as a barrier to health professionals speaking up. The authors describe a novel Receiver Mindset Framework (RMF) to help health professionals understand the importance of their response when spoken up to.

The framework draws on the broader receiver-focussed literature and integrates innovative findings from a series of empirical studies. These studies examined different receiver behaviour within vignettes, retrospective descriptions of real interactions and behaviour in a simulated interaction.

The authors' findings indicated that speaking up is an intergroup interaction where social identities, context and speaker stance intersect, directly influencing both perceptions of and responses to the message. The authors' studies demonstrated that when spoken up to, health professionals poorly manage their emotions and ineffectively clarify the speaker's concerns. Currently, targeted training for receivers is overwhelmingly absent from speaking-up programmes. The receiver mindset framework provides an evidence-based, healthcare specific, receiver-focussed framework to inform programmes.

Grounded in communication accommodation theory (CAT), the resulting framework shifts speaking up training from being only speaker skill focussed, to training that recognises speaking up as a mutual negotiation between the healthcare speaker and receiver. This framework provides healthcare professionals with a novel approach to use in response to speaking up that enhances their ability to listen, understand and engage in point-of-care negotiations to ensure the physical and psychological safety of patients and staff.

This study examines the challenges and successes of implementing and sustaining lesson study (LS) as an approach to in-service teacher professional development (PD) in primary schools in Portugal and England, highlighting the impact of institutional contexts.

Two schools that used LS as an approach to PD over a period of at least three years were identified. The theoretical framework of institutionalism guided the methodology and analysis of findings, seeking to explore relationships between institutionalised PD practices at national and school level, and how interactions between actors in schools helped or hindered the institutionalism of LS. The qualitative case studies included document analysis, observations of LS practices and interviews with teachers and leaders engaging in LS.

The findings reveal the importance of institutional entrepreneurs, who create a narrative to support LS, allocate resources to enable it and create a “relational space”, in which it can be tested and tweaked before sharing with others in the school. An institutional entrepreneur is particularly vital when national regulatory frameworks prescribe specific PD types that are not conducive to LS (such as in Portugal). However, even in more open frameworks, the entrepreneur needs to frame the LS model to fit institutionalised expectations.

This study, with its analysis of strategies that support sustained use of LS in schools, advances the growing field of LS research. This field of research is moving its focus from short-term LS projects that concentrate on immediate impact on teachers and students, to a sustainable approach that uses LS for in-service, school-based teacher PD, a practice with a long history in Japan.

The purpose of this study is to map the intellectual structure of sustainable finance and accounting (SFA) literature by identifying the influential aspects, main research streams and future research directions in SFA.

The results are obtained using bibliometric citation analysis and content analysis to conduct a bibliometric review of the intersection of sustainable finance and sustainable accounting using a sample of 795 articles published between 1991 and November 2023.

The most influential factors in the SFA literature are identified, highlighting three primary areas of research: corporate social responsibility and environmental disclosure; financial and economic performance; and regulations and standards.

SFA has experienced rapid development in recent years. The results identify the current research domain, guide potential future research directions, serve as a reference for SFA and provide inspiration to policymakers.

SFA typically encompasses sustainable corporate business practices and investments. This study contributes to broader social impacts by promoting improved corporate practices and sustainability.

This study expands on previous research on SFA. The authors identify significant aspects of the SFA literature, such as the most studied nations, leading journals, authors and trending publications. In addition, the authors provide an overview of the three major streams of the SFA literature and propose various potential future research directions, inspiring both academic research and policymaking.