The book of Leviticus provides two different theologies related to God's presence within ancient Israel. Leviticus 1-16 was written by an elite caste of priests (P), and Leviticus 17-26 (H) was added to the book to "democratize" access to God. While the Priestly work has hardly inspired lay readers, the Holiness Writings provide some of the most inspiring and well-known verses from the Bible. This volume shows how gender dynamics shift between the static worldview of P and the dynamic approach of H and that, ironically, as holiness expands from the priests to the people, from the temple to the land of Israel, gender behaviors become more highly regulated. This complicates associations between power and gender dynamics and opens the door to questions about the relationships between power, gender, and theological perspectives.

This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.