People with disabilities (PWDs) face discrimination in the hospitality workplace. The aim of this paper is therefore to frame issues surrounding the employment of PWDs in the hospitality industry in normative ethical terms. To achieve this aim, we conducted twenty-eight semi-structured interviews with owners/managers of hospitality businesses and other relevant stakeholders. Drawing on the ethics of justice and ethics of care, our study found that when organisations demonstrated to their employees and other stakeholders the fairness in the procedures taken to implement PWD inclusion actions, the inclusion actions were significantly supported by coworkers, and the organisations were able to achieve distributive justice and care for PWDs. This study, thus, demonstrated that organisational members were willing to take part in caring actions for employees with disabilities (EWDs) not only when they perceived that inclusion actions for EWDs were procedurally fair, but also when they perceived that the PWDs deserved distributive justice outcomes.
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With an increasingly ageing population there will be a rising demand for palliative care, including from older migrants and ethnic minorities. While many (future) physicians are unfamiliar with specific needs of older migrants and ethnic minorities regarding care and communication in palliative care, this may be challenging for them to deal with. Moreover, even many medical teachers also feel unprepared to teach palliative care and culturally sensitive communication to students. In order to support medical teachers, we suggest twelve tips to teach culturally sensitive palliative care to guide the development and implementation of teaching this topic to medical students. Drawn from literature and our own experiences as teachers, these twelve tips provide practical guidance to both teachers and curriculum designers when designing and implementing education about culturally sensitive palliative care.
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This chapter provides insight into the culturally-bound nature of ethical sensitivity by examining three case studies from different educational contexts: the Netherlands (n = 622), Finland (n = 864), and Iranian Kurdistan (n = 556). Ethical sensitivity was investigated with the Ethical Sensitivity Scale Questionnaire (Tirri & Nokelainen, 2007, 2011), and a four-factor model was found to capture the essential aspects of ethical sensitivity across culturally diverse contexts. Subsequently, the relationships among the four dimensions were examined in each case study. The analyses reveal that caring by connecting to others was a central dimension of ethical sensitivity across the three cases. Given the other dimensions of ethical sensitivity, the dimension of taking the perspective of others seemed particularly dependent on culture. The consequences of these results for moral education are discussed.
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