This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.

Mandy is a ten-year-old deaf girl who struggles in a hearing world. Her exploits to prove herself land her in a strange world where she finds that to deny her destiny has serious consequences on herself and others. However, she befriends the King's Son and finds what life is all about. In Journey of Redemption, Mandy must save the land of Teriga and by saving the land, she saves herself. This is a story of an outward and inner journey of a young girl as she tries to find her way in the world and to make meaning of life and the circumstances she finds herself in. Pauline Jones lives in a country town in NSW Australia has been a teacher for over three decades. She has a passion for children to get to know Jesus and also how each and everyone is loved and valued in God's scheme of things. She is married with two sons and one grandson.

Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use, and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander's (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.

This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit. This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect. This volume was originally published as a special issue of Research Papers in Education.

The Soviet dictatorship was a strong state, committed to dominating and transforming society in the name of a utopian ideology. When the communist regime crumbled and the post-Soviet countries committed to democracy, most observers took for granted that their state structures would be effective agents of the popular will. Russia's experience demonstrates that this assumption was overly optimistic. This book, based on a major collaborative research project with American and Russian scholars, shows that state capacity, strength, and coherence were highly problematic after communism, which had major consequences for particular functions of government and for the entire process of regime change. Eleven respected contributors examine governance in post-Soviet Russia in comparative context, investigating the roots, characteristics, and consequences of the crisis as a whole and its manifestations in the specific realms of tax collection, statistics, federalism, social policy, regulation of the banks, currency exchange, energy policy, and parliamentary oversight of the bureaucracy.

This timely study is the first to examine the relationship between competition for energy resources and the propensity for conflict in the Caspian region. Taking the discussion well beyond issues of pipeline politics and the significance of Caspian oil and gas to the global market, the book offers significant new findings concerning the impact of energy wealth on the political life and economies of Azerbaijan, Kazakhstan, and Turkmenistan. The contributors, a leading group of scholars and policymakers, explore the differing interests of ruling elites, the political opposition, and minority ethnic and religious groups region-wide. Placing Caspian development in the broader international relations context, the book assesses the ways in which Russia, China, Iran, and Turkey are fighting to protect their interests in the newly independent states and how competition for production contracts and pipeline routes influences regional security. Specific chapters also link regional issues to central questions of international politics and to theoretical debates over the role of energy wealth in political and economic development worldwide. Woven throughout the implications for U.S. policy, giving the book wide appeal to policymakers, corporate executives, energy analysts, and scholars alike.

This book makes two central claims: first, that mineral-rich states are cursed not by their wealth but, rather, by the ownership structure they choose to manage their mineral wealth and second, that weak institutions are not inevitable in mineral-rich states. Each represents a significant departure from the conventional resource curse literature, which has treated ownership structure as a constant across time and space and has presumed that mineral-rich countries are incapable of either building or sustaining strong institutions - particularly fiscal regimes. The experience of the five petroleum-rich Soviet successor states (Azerbaijan, Kazakhstan, the Russian Federation, Turkmenistan, and Uzbekistan) provides a clear challenge to both of these assumptions. Their respective developmental trajectories since independence demonstrate not only that ownership structure can vary even across countries that share the same institutional legacy but also that this variation helps to explain the divergence in their subsequent fiscal regimes.

This book makes two central claims: first, that mineral-rich states are cursed not by their wealth but, rather, by the ownership structure they choose to manage their mineral wealth and second, that weak institutions are not inevitable in mineral-rich states. Each represents a significant departure from the conventional resource curse literature, which has treated ownership structure as a constant across time and space and has presumed that mineral-rich countries are incapable of either building or sustaining strong institutions - particularly fiscal regimes. The experience of the five petroleum-rich Soviet successor states (Azerbaijan, Kazakhstan, the Russian Federation, Turkmenistan, and Uzbekistan) provides a clear challenge to both of these assumptions. Their respective developmental trajectories since independence demonstrate not only that ownership structure can vary even across countries that share the same institutional legacy but also that this variation helps to explain the divergence in their subsequent fiscal regimes.

The establishment of electoral systems in Kazakhstan, Kyrgyzstan, and Uzbekistan presents a complex set of empirical puzzles as well as a theoretical challenge. Why did three states with similar cultural, historical, and structural legacies establish such different electoral systems? How did these distinct outcomes result from strikingly similar institutional design processes? Explaining these puzzles requires understanding not only the outcome of institutional design but also the intricacies of the process that led to this outcome. Moreover, the transitional context in which the three states designed new electoral rules necessitates an approach that explicitly links process and outcome in a dynamic setting. This book provides such an approach. It depicts institutional design as a transitional bargaining game in which the dynamic interaction between the structural-historical and immediate-strategic contexts directly shapes actors' perceptions of shifts in their relative power, and hence, their bargaining strategies. Thus, it both builds on the key insights of the dominant approaches to explaining institutional origin and change and transcends these approaches by moving beyond the structure versus agency debate.

The establishment of electoral systems in Kazakhstan, Kyrgyzstan, and Uzbekistan presents a complex set of empirical puzzles as well as a theoretical challenge. Why did three states with similar cultural, historical, and structural legacies establish such different electoral systems? How did these distinct outcomes result from strikingly similar institutional design processes? Explaining these puzzles requires understanding not only the outcome of institutional design but also the intricacies of the process that led to this outcome. Moreover, the transitional context in which the three states designed new electoral rules necessitates an approach that explicitly links process and outcome in a dynamic setting. This book provides such an approach. It depicts institutional design as a transitional bargaining game in which the dynamic interaction between the structural-historical and immediate-strategic contexts directly shapes actors' perceptions of shifts in their relative power, and hence, their bargaining strategies. Thus, it both builds on the key insights of the dominant approaches to explaining institutional origin and change and transcends these approaches by moving beyond the structure versus agency debate.

This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit. This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect. This volume was originally published as a special issue of Research Papers in Education.

Muslim societies are largely absent from the study of religion and politics in the social sciences, despite the fact that scholarly literature often presumes that religion exercises a colossal influence on social, political, and economic outcomes in predominantly Muslim countries. This volume utilizes real world events and newly available data to more fully integrate the study of politics in Muslim societies into mainstream comparative analytical frameworks. Moreover, it explores the extent to which theories about core topics of inquiry in political science apply to Muslim societies. The aim is to interrogate rather than presume both whether and how Islam and Muslims are distinct from other religions and religious communities. Through 40 chapters by leading specialists, the Oxford Handbook of Politics in Muslim Societies examines a wide range of topics concerning regimes and regime change, electoral politics, political attitudes and behavior beyond voting, social mobilization, economic performance and development outcomes, and social welfare and governance. The Handbook shifts focus away from the Arab world as the barometer of politics in the Muslim world, recognizing that the Islamic world spans several regions including Africa, Southeast Asia, South Asia, and Central Asia. This expanded geography enables a thorough investigation of which relationships, if any, hold across Muslim majority states in different regions of the world.

This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students’ literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students’ experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.

Mandy is a ten-year-old deaf girl who struggles in a hearing world. Her exploits to prove herself land her in a strange world where she finds that to deny her destiny has serious consequences on herself and others. However, she befriends the King's Son and finds what life is all about. In Journey of Redemption, Mandy must save the land of Teriga and by saving the land, she saves herself. This is a story of an outward and inner journey of a young girl as she tries to find her way in the world and to make meaning of life and the circumstances she finds herself in. Pauline Jones lives in a country town in NSW Australia has been a teacher for over three decades. She has a passion for children to get to know Jesus and also how each and everyone is loved and valued in God's scheme of things. She is married with two sons and one grandson.

During the 1990s, there was a general consensus that Central Asia was witnessing an Islamic revival after independence, and that this occurrence would follow similar events throughout the Islamic world in the prior two decades, which had negative effects on both social and political development. Twenty years later, we are still struggling to fully understand the transformation of Islam in a region that's evolved through a complex and dynamic process, involving diversity in belief and practice, religious authority, and political intervention. This volume seeks to shed light on these crucial questions by bringing together an international group of scholars to offer a new perspective on Central Asian states and societies. The chapters provide analysis through four distinct categories: the everyday practice of Islam across local communities; state policies toward Islam, focusing on attempts to regulate public and private practice through cultural, legal, and political institutions and how these differ from Soviet policies; how religious actors influence communities in the practice of Islam, state policies towards the religion, and subsequent communal responses to state regulations; and how knowledge of and interaction with the larger Islamic world is shaping Central Asia's current Islamic revival and state responses. The contributors, a multidisciplinary and international group of leading scholars, develop fresh insights that both corroborate and contradict findings from previous research, while also highlighting the problem of making any generalizations about Islam in individual states or the region. As such, this volume provides new and impactful analysis for scholars, students, and policy makers concerned with Central Asia.

With the fall of the Soviet Union in 1991, former Communist Party leaders in Central Asia were faced with the daunting task of building states where they previously had not existed - Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. Their task was complicated by the institutional and ideological legacy of the Soviet system as well as by a more actively engaged international community. These nascent states inherited a set of institutions that included bloated bureaucracies, centralized economic planning and patronage networks. Some of these institutions survived, others have mutated and new institutions have been created. actors and social forces in the region. Through the prism of local institutions, the authors reassess both our understanding of Central Asia and of the state-building process more broadly. They scrutinize a wide array of institutional actors, ranging from regional governments and neighbourhood committees to transnational and non-governmental organizations. With original empirical research and theoretical insight, the volume's contributors illuminate an obscure but resource-rich and strategically significant region.

With the fall of the Soviet Union in 1991, former Communist Party leaders in Central Asia were faced with the daunting task of building states where they previously had not existed Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Their task was complicated by the institutional and ideological legacy of the Soviet system as well as by a more actively engaged international community. These nascent states inherited a set of institutions that included bloated bureaucracies, centralized economic planning, and patronage networks. Some of these institutions survived, others have mutated, and new institutions have been created. Experts on Central Asia here examine the emerging relationship between state actors and social forces in the region. Through the prism of local institutions, the authors reassess both our understanding of Central Asia and of the state-building process more broadly. They scrutinize a wide array of institutional actors, ranging from regional governments and neighborhood committees to transnational and non-governmental organizations. With original empirical research and theoretical insight, the volume's contributors illuminate an obscure but resource-rich and strategically significant region."