This chapter begins with outlining the repeated appeal from non-Indigenous Australians to share in the heritage of First Nations people without recognition of the ongoing impact of colonialism. It argues that one devastating consequence was the loss or endangering of many first languages of Australia. The chapter considers the relationship between poetry, language and Country, described by Alexis Wright as ‘library land’. Foregrounding the immeasurable significance of these archives of land and lived cultural practice, the chapter details the differences between Aboriginal oral traditions and the translation of Indigenous song poetry into a written context. Aboriginal women’s poetry of mourning and lament, milkarri, is discussed, the chapter pointing out that the power of such songs remains with those to whom the songs belong and the Country that has created the songs. It turns attention to attempted translations of Aboriginal song into English by Eliza Dunlop and then more contemporary translations of Indigenous oral traditions, such as John Bradley’s bilingual book co-authored by Yanuwa families, Stuart Cooke’s translation of Kimberley song cycles, and the Queensland University Press bilingual anthologies of Aboriginal song cycles. The chapter concludes with a discussion of the translation history of the Moon Bone cycle.

Social psychiatry focuses on the interpersonal and cultural contexts of mental disorder and mental wellbeing. Research in this area examines the relationship between psychiatric disorders and the social environment. This includes the consequences of positive or negative life events at the individual level, as well as broader themes – such as discrimination and inequality - at the societal level. This chapter aims to illustrate how research in social psychiatry has advanced our understanding of the role of social factors in the aetiology and management of mental disorders. We provide breakdowns of six high-impact research studies including summaries of background, methods, results, conclusions, strengths, and limitations. In addition, we provide some information about common pitfalls and methodological considerations that are specifically relevant to social psychiatry for novice researchers in this area, and our thoughts regarding future challenges and opportunities in this field.

This chapter examines the philosophical and practical foundations for state regulation of the internet, focusing on the interplay between individual rights and societal interests. It argues that the digital realm introduces unique challenges that require state intervention to preserve the integrity of public discourse and democratic values. Drawing on legal theory, particularly the ideas of Lon L. Fuller, the chapter emphasises the importance of fostering trust, maintaining the rule of law, and balancing power between states, private actors, and users in internet governance. The chapter critiques the traditional view of rights as individualistic and argues for a more community-focused approach, emphasising that human rights should serve the common good. Trust is highlighted as a cornerstone of effective internet governance. The chapter underscores that moving online fundamentally alters the scope, impact, and mechanisms of regulation. Human rights law and governance frameworks must adapt to preserve trust, community, and the integrity of public discourse in the digital age.

This chapter provides an overview of young people with mental health needs and the development of forensic mental health and youth justice services for young people. The provision of inpatient and community forensic child and adolescent mental health services is outlined in more detail, including referral criteria, characteristics of the young people who access the service and outcomes of the provision.

The Introduction, ‘Thinking Letterworlds’, makes the case for reading the letter-writing of major modern artists and authors through the prism of their everyday lived experience. Whilst the creativity of Mallarmé, Van Gogh, Morisot, Cézanne, and Zola reaches deep into our cultural imaginary, their letter-writing on matters of physical and mental health, daily habits, community, leisure, solitude, ethics, and material culture is rarely studied in its own right. The book’s aims are thus outlined: to develop an integrative and comparative approach to reading letters through selected approaches in modern critical thought; to explore the deeper narrative of everyday preoccupations in letter-writing; to bring fresh critical attention to the expressivity of everyday letters by examining modes of realism, irony, metaphoricity, and fantasy; to advance a critical redistribution of literary value that recognises the creativity of everyday letter-writing; to consider how letter-writing of the past resonates with readers today in its concerns with the lived body, with subjectivity and social relations, with pressures of work, and with the intermittences of private life.

Chapter 3, ‘Solitude and Community’, argues against the traditional dichotomising of solitude and community, shedding light on the precarious balance sought, in letter-writing, between these formative human experiences. Examining the distinctive strands of solitude, aloneness, and loneliness in the personal and creative contexts of the five letter-writers, the chapter works to expose their preoccupation with aversive isolation and the corrective found in the situatedness of solitude. How does letter-writing negotiate relations of togetherness and community for authors and artists in their creative solitude? How do solitude and togetherness coincide, or compete, in the letter writers’ experience of home and habitat, and of the natural world? Critical perspectives developed from the thought of Montaigne, Hannah Arendt, Roland Barthes, Jean-Luc Nancy, and Jacques Rancière illuminate the tensions between enabling solitude and constraining community. These tensions are assuaged, if never ultimately resolved, through forms of connected retreat. Sounding affinities between letter-writing and literature, the chapter reflects, finally, on solitude in the immanence of modernist writing.

Bridget Nichols shows how important the bodily dimension of the liturgy is, especially because it is steadily associated with mental and cognitive activities. In this context, she pays particular attention to the role of the senses, which impacts greatly how not only big celebrations and ceremonies but also small gestures are experienced.

Throughout the third Critique Kant repeatedly stresses the importance of communication for human sociability, but he does not link communication to any particular view of language, making it uncertain how he thought of it and its importance for our cognition, rationality, and ethical sensibility. Against such uncertainty, my aim here is to show that there is at least one important form of linguistic expression – the poetic one – that is of paramount importance for Kant’s overall view of humanity’s progress towards the kingdom of ends. In developing my account, I start by explicating the importance of communication in Kant’s overall system, and I then focus on poetic expression, understood as a particular kind of communication. The emerging view of the centrality of the particular poetic expression generated by genius grounds Kant’s aesthetic cognitivism and brings to the fore the two main functions of poetic expression: the one related to development of human cognitive and moral capacities, and the one related to the role of poetry, and aesthetic judgments regarding poetry, in promoting our humanity.

Living in a city for older adults inevitably involves facing and coping with the frequent deaths of neighbors, friends, and acquaintances, serving as a constant reminder of one’s mortality. Through the stories of three individuals, this chapter offers a glimpse into the experiences of dying, caregiving for the dying, and grieving in The Villages. It also contrasts the pervasive presence of death with the relative invisibility of the "fourth age."

This chapter investigates how belonging is constructed through language in Belize. Inspecting linguistic landscapes, interviews, and ethnographic observations, the study reveals the sometimes paradoxical ways languages are ideologically positioned within local, national and transnational contexts. Kriol is central to constructing national belonging and serves as a unifying symbol of a diverse population. It is also tied to racial and transnational belonging, connecting to Afro-Caribbean cultural spaces. Conversely, Spanish is associated with immigration and Guatemala, despite its historical presence and ongoing use. This tension results in contradictory discourses, where Spanish is simultaneously seen as ‘foreign’ and as a home language. English occupies a dual role as both a foreign and national language. While it indexes Belize’s colonial ties and distinguishes Belizeans from their Hispanic neighbours, it is also regarded as essential for education and economic mobility. The chapter concludes that language ideologies and practices do not always align, reflecting the coexistence of diverse historical, social, and political discourses in shaping linguistic belonging in Belize.

Learning in HASS subjects is usually characterised by inquiry-based learning; collecting, organising, analysing and synthesising information, and research. By their nature, these forms of learning involve and depend on reliable, useful and relevant data and information sources. Effective educators know how to select and help their learners access age-appropriate and suitable resources to support their inquiries, investigations and research. Rather than being provided with ready-made information, inquiry and research-based learning involves learners actively seeking, locating, interpreting, analysing, synthesising, representing and communicating information, evidence and data to inform a HASS inquiry, answer a research question or examine a topic from a range of perspectives. Resourceful educators and learners can capitalise on a wealth of resources available in their local communities to enrich their learning. Most communities feature museums and other collections, significant cultural, heritage and natural sites, as well as groups and individuals with extensive knowledge, stories and experiences that represent valuable learning resources for learners of all ages.

Throughout this book, you have been challenged to look at the role the Arts play in society and in education. Various methodologies have been suggested and each specific Arts area has been broken down for you. The tools are now in place for you to organise Arts learning and teaching in your classroom. You also have reflective tools to apply to the learning and teaching you undertake. In this final chapter, we challenge you to imagine your Arts-rich classroom. What do you want the Arts to look like and how do you want your students to engage in them? These decisions will reflect your vision and rationale for teaching the Arts and your many experiences in working with the Arts as you have progressed through this book. These decisions are best made by the person who decides the ‘what’ and ‘how’ for their students every day: you.