The book offers a compelling combination of analyis and detailed description of aesthetic projects with young refugee arrivals in Australia. In it the authors present a framework that contextualises the intersections of refugee studies, resilience and trauma, and theatre and arts-based practice, setting out a context for understanding and valuing the complexity of drama in this growing area of applied theatre. "Applied Theatre: Resettlement" includes rich analysis of three aesthetic case studies in Primary, Secondary and Further Education contexts with young refugees. The case studies provide a unique insight into the different age specific needs of newly arrived young people. The authors detail how each group and educational context shaped diverse drama and aesthetic responses: the Primary school case study uses process drama as a method to enhance language acquisition and develop intercultural literacy; the Secondary school project focuses on Forum Theatre and peer teaching with young people as a means of enhancing language confidence and creating opportunities for cultural competency in the school community, and the further education case study explores work with unaccompanied minors and employs integrated multi art forms (poetry, art, drama, digital arts, clay sculptures and voice work) to increase confidence in language acquisition and explore different forms of expression and communication about the transition process. Through its careful framing of practice to speak to concerns of power, process, representation and ethics, the authors ensure the studies have an international relevance beyond their immediate context. "Drama, Refugees and Resilience" contributes to new professional knowledge building in the fields of applied theatre and refugee studies about the efficacy of drama practice in enhancing language acquisition, cultural settlement and pedagogy with newly arrived refugee young people.

How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: * history * literacy, oracy and listening * health and human relationships education * science * democracy, social justice and global citizenship education * bullying and conflict management * criticality * digital technologies * additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.

In 1981, The Stuart Foundation, a not-for-profit foundation dedicated to funding experimental public sculpture, and the University of California, San Diego formed an extraordinary partnership to create a major public, site-specific sculpture collection with works throughout the campus. This collection has played an important role in the arena of public art. Instead of asking artists to create an object, without reference to the site, they ask that each artist explore the campus carefully, and create a site-specific piece that could be integrated into the beautifully landscaped, 1,200-acre UCSD campus in La Jolla. The collection now includes 20 works by some of the most important contemporary artists, including William Wegman, Bruce Nauman, Kiki Smith, Robert Irwin, Do Ho Suh and Mark Bradford, among others. Landmarks is an updated edition of the only book focused on this premier collection of site specific public art. The catalogue features an essay from an interview with the collection's founding director, Mary Beebe; an essay on the importance of the collection by Rob Storr; and in-depth interviews with the 20 artists featured in the collection and two artists whose work is underway. Published in association with the Stuart Collection.

How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: * history * literacy, oracy and listening * health and human relationships education * science * democracy, social justice and global citizenship education * bullying and conflict management * criticality * digital technologies * additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.