The Grade 9 South African history curriculum teaches the history of the Holocaust as an introduction to the study of apartheid. Students are taught how racial identities are constructed, codified into law, and weaponized for the purposes of discrimination and genocide. They are taught that racialized discrimination can happen anywhere—not only in South Africa—and that we must be vigilant lest it happens again. Curriculum developers—supported by international literature (e.g., UNESCO publications)—believe that learning about the Holocaust will act as a “bridge” to learning about apartheid.

Post-traumatic stress disorder (PTSD) is a heterogeneous condition that affects many civilians and military service members. Lack of engagement, high dropout rate, and variable response to psychotherapy necessitates more compelling and accessible treatment options that are based on sound neuroscientific evidence-informed decision-making. Art therapy incorporates elements proven to be effective in psychotherapy, such as exposure, making it a potentially valuable treatment option.

This chapter addresses two manifestly racist regimes headed by white, male colonisers, each using forced labour and entailing massive loss of life. Located in different climatic zones, one continental and the other maritime, each event occupies a separate period of time, Caribbean slavery the period 1650–1838, and forced labour and the Holocaust the period 1941–45. Following Katz, this book adopts a two-case study brought together in Chap. 9 as a synthesis.

Introduction
Healthcare clinicians are often at risk of psychological distress due to the nature of their occupation. Military healthcare providers are at risk for additional psychological suffering related to unique moral and ethical situations encountered in military service. This scoping review identifies key characteristics of moral distress and moral injury and how these concepts relate to the military healthcare clinician who is both a care provider and service member.