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In this chapter, the author critically examines the relationship between sociology and the identities/experiences of disability and ‘mental illness’ (referred to throughout as distress). The author argues that despite sociology having an ethos of social justice and frequently producing critical accounts of inequalities – such as anti-racism and gender equality – it nonetheless uncritically reiterates the marginalisation of disability and distress. As such, sociology not only reflects the increasing ‘medicalisation of everyday life’ and shores up the essentialist discourses of genetics and neuroscience, but also consigns research and knowledge production about disability and distress to the medical sciences. The author challenges these sociological conventions and highlights the ways in which both disability and distress are socially structured, embodied experiences. The author argues that a sociological account of distress and disability are important not only in and of themselves, but also because they highlight the ways and means to challenge essentialism, inequality and the ever-narrowing definition of what is considered a normal or acceptable part of human experience. Furthermore, vibrant streams of user-led research, activism and practice-interventions – resulting in widespread social, legal and identity transformations – have emerged from the experiences of disability and distress. These user-led perspectives highlight the importance and potential of knowledge produced from the margins, not only for those experiencing disability and/or distress but also for the ways in which we perceive, theorise and research the social world more broadly.

There is significant amount of literature tackling different issues related to the port industry. The present chapter focuses on a single business unit of seaports aiming at the documentation of works related to container terminals.

An effort to review, collect and present the majority of the works present in the last 30 years, between 1980 and 2010, has been made in order to picture the problems dealt and methods used by the authors in the specific research field. To facilitate the reader, studies have been grouped under five categories of addressed problems (productivity and competitiveness, yard and equipment utilization, equipment scheduling, berth planning, loading/unloading) and four modelling methodologies (mathematics and operations research, management and economics, simulation, stochastic modelling).

The analysis shows that most works focus on productivity and competitiveness issues followed by yard and equipment utilisation and equipment scheduling. In reference to the methodologies used managerial and economic approaches lead, followed by mathematics and operations research.

In reference to future research, two fields have been identified where there is scope of significant contribution by the academic community: container terminal security and container terminal supply chain integration.

The present chapter provides the framework for researchers in the field of port container terminals to picture the so far works in this research area and enables the identification of gaps at both research question and methodology level for further research.

Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today.

This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education.

This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism.

The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment.

Despite ample international literature regarding the school-to-prison pipeline, researchers in the Australian context have remained relatively silent about this phenomenon. While there are several studies investigating the criminological characteristics of juvenile detention in Australia, a substantial gap exists examining the educational exclusion of young First Nations males from the education system and whether this has a direct bearing on their overrepresentation in juvenile incarceration. Highlighted in this chapter are the cultural complexities and inequitable practices associated with high rates of exclusion of First Nations boys from school resulting in the likelihood of potential incarceration for some. Finally, certain pragmatic solutions are offered so that educators may reflect upon their important role in disrupting the school-to-prison pipeline.

This chapter reviews and analyses the contemporary development of liner shipping, port development and competition. It begins with a comprehensive review on the latest developmental trends of liner shipping and business strategies, as well as their impacts on port development and competition. Then, it discusses the responses of ports, past, present and (likely) future, in addressing these new demands and challenges. A very important point from this analysis indicates that, in the past decade, port development and competition have gradually evolved from being individual, technical efficiency-oriented to become more regional, economic efficiency-oriented. At the same time, ports have also moved out of their rather passive positions and undertaken positive steps to avert the traditionally strong bargaining power of shipping lines. This illustrates that port development and competition is a continuous morphological process which can change dramatically within a rather short period of time. This chapter provides a new perspective on port development and competition and a decent platform for further research.

In this chapter, I expand on ideas about assessment originally put forward by Federico Waitoller and I in recent articles about a curriculum design that cross-pollinates elements of Culturally Sustaining Pedagogy (CSP) and Universal Design for Learning (UDL). The purpose of our original work was to address the intersection of racism and ableism in education and to position disability as an identity worth sustaining at the intersection of other forms of difference such as race and national origin. I discuss problematic legacies with the ways in which assessments have functioned to stratify and sort people along racial and ability hierarchies, and place educators in powerful positions of appraisal with consequences for students' belonging and learning in schools. Finally, I articulate additional elements and features of assessment that is designed to counter these legacies while positioning Black, Indigenous, and students of color (BISOC) with disabilities as capable and knowledgeable, along with examples drawn from the literature on CSP, UDL, and research methods for data collection with students with disabilities and diverse racial memberships and communicative repertoires.