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Intergroup relations researchers argue that human essence is characterised by secondary emotions (e.g., jealousy, shame) and that more secondary emotions are attributed to in-groups than to out-groups. This study tested this hypothesis with regard to sexual in-groups and out-groups. Sixty-one heterosexual-identified undergraduates attributed both primary and secondary emotions to heterosexual men and women, and to lesbians and gay men, and completed the Support for Lesbian and Gay Human Rights Scale (Ellis, Kitzinger & Wilkinson, 2002). Leyens' theory was not supported. Instead of attributing more secondary emotions to in-groups, participants attributed emotions based on gender stereotypes. Attributions of positive emotions, but not secondary emotions to lesbians and gay men, were related to stronger support for lesbian and gay human rights. We argue that research linking secondary emotions to the infrahumanization of outgroups needs to consider stereotypes linking gender and emotionality.

In Australia, one significant cause of the imprisonment and disadvantage of First Nations people relates to transport injustice. First Nations people face obstacles in becoming lawful road users, particularly in relation to acquiring driver licences, with driving unlicensed a common pathway into the criminal justice system. This paper identifies that while some programs focus on increasing driver licensing for First Nations people, there are significant limitations in terms of coverage and access. Further, very few diversionary or support programs proactively address the intersection between First Nations people's driver licensing and the criminal justice system. Nevertheless, it is argued that scope does exist within some state and territory criminal justice programs to enhance transport justice by assisting First Nations people to secure driver licensing. This paper highlights the need for accessible, available and culturally safe driver licencing support programs in First Nations communities led by First Nations people.

Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality enhancement has been deployed across numerous institutions with a view to systematising frameworks to assure and enhance the quality of higher education. However, to date, sessional staff who are the majority of teachers in higher education, have been mostly excluded from or invisible in this process, both within individual institutions and across the sector. To ameliorate the effects of this exclusion and to acknowledge the contribution made to quality teaching by sessional staff, the Australian Government Office for Learning and Teaching (OLT) funded BLASST project is establishing a national sessional staff standards framework which sets in place standards to evaluate and support the quality of performance and outcomes in learning and teaching, and in management and administrative policy, procedure, and practices affecting sessional teachers in higher education. In this paper, we present four case studies of benchmarking across four Australian universities that piloted the sessional staff standards framework in order to enhance and support quality learning and teaching by sessional staff. We discuss some of the strengths and limitations of this approach to supporting sessional staff and show how the benchmarking process facilitates active engagement for and particularly by sessional staff in enhancing quality teaching and learning.

Intro -- Acknowledgements -- Contents -- About the Authors -- List of Abbreviations -- List of Figures -- Chapter 1: Facing a Crisis: Foregrounding the Future -- Introduction -- Conceptual Tools -- Overview of the Book -- Conclusion -- References -- Chapter 2: Educational Vulnerability During COVID-19 -- Introduction -- Gender and Identity -- Racism and Discrimination -- Children and Young People with Disability -- Poverty -- Precarity -- Conclusion -- References -- Chapter 3: Lessons from Crises and Disasters: Then and Now -- Introduction -- Section 1: Introducing the Selected Crises -- Viral Health Crises -- Influenza Pandemic (1918-19) -- H1N1 Swine Flu (2009) -- COVID-19 Pandemic (2019-Ongoing) -- Disasters -- Hurricane Katrina, USA (2005) -- Christchurch Earthquakes, New Zealand (2010-11) -- Great East Japan Earthquake (2011) -- Bushfires in Australia (2009, 2019-20) -- Section 2: Three Impacts of Disaster and Crisis on the Learner -- Access to Schooling Is Compromised -- Recovery Takes Time -- Increased Risk of Academic Under-Achievement -- Section 3: Lessons Learned from Crises -- Policy Responses Need to Go Beyond a Focus on Basic Needs and Crisis Containment -- Schools Need to be Enabled to Take on Crisis Response Management -- Children and Young People Need to be Involved in Crisis Responses -- Conclusion -- References -- Chapter 4: Impacts on School-Based Learning -- Introduction -- School Learning from Home -- A Markedly Different Experience -- Learning Spaces at Home -- Learning Spaces During the Pandemic -- Learning Inequalities -- Learning Experiences During the Pandemic -- Disparities in Extent of Learning While Learning from Home -- Foundational Learning -- Conclusion -- References -- Chapter 5: The Broader Role of Schools -- Introduction -- School Meal Programs -- The Benefits of School-Based Meal Programs.

This book examines how educational equity is affected during crises specifically the COVID-19 pandemic. Three key concerns emerge for childrens and young peoples education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the books foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage. Emily S. Rudling is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Sherridan Emery is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Becky Shelley is a Deputy Director at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Kitty te Riele leads the research portfolio at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Jessica Woodroffe is Coordinator of Partner Programs and a Senior Lecturer at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Natalie Brown is Director of the Peter Underwood Centre and Chair of Academic Senate at the University of Tasmania, Australia.