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The fear and experience of violence, harassment and abuse of those with learning disabilities are significant barriers to full social inclusion. The patchy evidence base and the confusing, and sometimes contradictory, array of policy and legislative instruments hamper efforts to tackle the issues. This article draws on the findings from an extensive review of literature looking into disabled people's experiences of targeted violence, harassment and abuse. The review found that people with learning disabilities and/or mental health conditions are at higher risk, and experience greater levels, of violence, harassment and abuse, not only than non‐disabled people but also than other disabled people. Situational vulnerabilities mean that the probability and experience of violence, harassment and abuse are due not simply to any inherent characteristics of those with learning disabilities. Under‐reporting and lack of appropriate response and support from criminal justice agencies compromise access to justice. People with learning disabilities are also found to have a propensity to report to third parties instead of to criminal justice agencies. However, the evidence points to lack of joined‐up working in various agencies, which hampers efforts at redress. There are particular concerns over a vacuum of responsibility as a result of confusion about the No Secrets guidance.

This article draws on findings from an extensive review of literature conducted as part of a wider project on disabled people's experience of violence, harassment and abuse. In addition to under‐reporting, disabled people tend to report incidents to a third party rather than to the police. Physical, procedural, and attitudinal barriers discourage disabled people from reporting to the criminal justice system. The relationship between the victim and the perpetrator can also throw up significant challenges to reporting. Disabled people may accept that these incidents are ‘part of everyday life’. There is an implementation gap in relation to current legislative tools that can facilitate a disabled person to seek redress.

The National Health Service Breast Screening Programme set up 20 years ago in the UK has to evolve continuously to meet changing needs as a result of fundamental transformations in the age and ethnic profile of the population. This article draws on evidence generated as part of the Healthcare Commission's national study aimed at identifying issues that may contribute to different groups not having equal access to, experience of, or outcomes from services relating to breast screening and breast cancer treatment. Findings indicate that ethnicity has an effect on the awareness of services and of breast cancer. Access to screening and the experience of screening and treatment are influenced by the interaction of ethnicity with age. Younger women from certain black and minority ethnic groups face particular barriers. There can be additional barriers experienced by those from linguistic minorities. Equality of access, experience and outcomes does not mean treating everyone the same way.

This paper aims to discuss the sensible management of risk for disabled people, which can turn into disproportionate steps to attempt to completely eliminate risk, leading to diminished opportunities across life. Instincts to protect are heightened in the context of disabled people as potential victims of targeted violence and hostility. Individual‐, organisational‐ and systemic‐level responses can often be orientated towards protection and/or the minimisation of risk rather than towards providing access to justice and effective redress.

This paper draws on evidence generated through a literature review, interviews with disabled people and interviews with representatives from a number of key organisations.

For many disabled people, incidents can be persistent and ongoing. Common responses by disabled victims include avoidance and/or acceptance strategies. They are also advised by those around them and by agency staff they come in contact with to ignore perpetrators or to avoid putting themselves at risk. Criminal justice agencies may be more concerned about a victim's disability than about taking action to provide access to justice and effective redress. The protectionistic approach underpinning much of policy, legislation and guidance can be at odds with the positive promotion of disability equality.

The paper examines the need to move away from a protectionist paradigm to a rights‐based paradigm. It calls for a more inclusive approach where disabled people are involved meaningfully in the process of risk management and in other decisions around combating targeted violence and hostility against them.

Purpose – This chapter examines an episode of pretend play amongst a group of young girls in an elementary school in Australia, highlighting how they interact within the membership categorization device ‘family’ to manage their social and power relationships.

Approach – Using conversation analysis and membership categorization analysis, an episode of video-recorded interaction that occurs amongst a group of four young girls is analyzed.

Findings – As disputes arise amongst the girls, the mother category is produced as authoritative through authoritative actions by the girl in the category of mother, and displays of subordination on the part of the other children, in the categories of sister, dog and cat.

Value of paper – Examining play as a social practice provides insight into the social worlds of children. The analysis shows how the children draw upon and co-construct family-style relationships in a pretend play context, in ways that enable them to build and organize peer interaction. Authority is highlighted as a joint accomplishment that is part of the social and moral order continuously being negotiated by the children. The authority of the mother category is produced and oriented to as a means of managing the disputes within the pretend frame of play.

There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society. Classroom race talk, however, often includes moments of discomfort or confusion as teachers and students navigate new norms for making sense of race and racism. The purpose of this paper is to examine how one white teacher and her multiracial class of fourth-grade students navigated race talk tensions while reading and discussing shared texts.

Data for this paper were collected as part of a larger, year-long qualitative study on antiracist pedagogy. In this paper, the author analyzes video data of classroom race talk recorded during whole-class and small-group literacy lessons. Using inductive coding and reconstructive critical discourse analysis, the author examines how the teacher and students co-constructed meaning during tense or confusing conversational moments.

The findings demonstrate that the teacher and students jointly mediated tensions by using the practices of racial literacy, which included learning about the history of racial inequality in the USA, considering racism as structural and systemic rather than individual and asking and answering questions for continued inquiry and critical self-reflection. While previous research studies have characterized race talk tensions as problems or obstacles to student learning, the findings from this study suggest that tensions can be generative to developing and enacting racial literacy.

In the current political climate, alarmist rhetoric issued by conservative politicians and media outlets has discredited race talk as harmful or damaging to children. This study offers a positive reframing of tensions, which may provide teachers encouragement to pursue literacy instruction that equips students with knowledge and skills to better understand and confront racism.

Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).

This study aims to explore the applications of natural language processing (NLP) and data analytics in understanding large-scale digital collections in oral history archives.

NLP and data analytics were used to analyse the oral interview transcripts of 904 survivors of the Japanese American incarceration camps collected from Densho Digital Repository, relying specifically on descriptive analysis, keyword extraction, topic modelling and sentiment analysis (SA).

The researchers found multiple geographic areas of large residential communities of ethnic Japanese people and the place names of the concentration camps. The keywords and topics extracted reflect the deplorable conditions and militaristic nature of the camps and the forced labour of the internees. When remembering history, the main focus for the narrators remains the redress and reparation movement to obtain the restitution of their civil rights. SA further found that the forcible removal and incarceration of Japanese Americans during Second World War negatively impacted and brought deep trauma to the narrators.

This case study demonstrated how NLP and data analytics could be applied to analyse oral history archives and open avenues for discovery. Archival researchers and the general public may benefit from this type of analysis in making connections between temporal, spatial and emotional elements, which will contribute to a holistic understanding of individuals and communities in terms of their collective memory.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.