By introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and other contributing authors guide readers through a practical and analytic exploration of youth participatory work in classroom and community settings. Applying an SFL lens to critical literacy and schooling, this book articulates a vision for youth learning and civic engagement that focuses on the power of performance, spatial learning, community activism and student agency. The book offers a range of research-driven, multimodal resources and methods for teachers to encourage students' meaning-making. The authors share how teachers and community activists can interact and support diverse and multilingual youth, fostering a dynamic environment that deepens inquiry of the arts and disciplinary area of knowledge. Research in this book provides a model for collaborative engagement and community partnerships, featuring the voices of students and teachers to highlight the importance of agency and action research in supporting literacy learning and transformative inquiry. Demonstrating theoretically and practically how SFL praxis can be applied broadly and deeply in the field, this book is suitable for preservice teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy education and language policy.

By introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and other contributing authors guide readers through a practical and analytic exploration of youth participatory work in classroom and community settings. Applying an SFL lens to critical literacy and schooling, this book articulates a vision for youth learning and civic engagement that focuses on the power of performance, spatial learning, community activism and student agency. The book offers a range of research-driven, multimodal resources and methods for teachers to encourage students' meaning-making. The authors share how teachers and community activists can interact and support diverse and multilingual youth, fostering a dynamic environment that deepens inquiry of the arts and disciplinary area of knowledge. Research in this book provides a model for collaborative engagement and community partnerships, featuring the voices of students and teachers to highlight the importance of agency and action research in supporting literacy learning and transformative inquiry. Demonstrating theoretically and practically how SFL praxis can be applied broadly and deeply in the field, this book is suitable for preservice teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy education and language policy.

This volume explores how educators conceptualized and implemented critical approaches to systemic functional linguistics that support bilingual students in appropriating and challenging dominant knowledge domains in K-16 contexts. The researchers exhibit a shared commitment to enacting a culturally sustaining SFL praxis that validates multilingual meaning making, pushes against social inequity, and fosters creative re-mixing of available semiotic resources. It should prove a valuable resource for students, teachers and researchers interested in applied linguistics, education and critical theory.

This authoritative guide, the companion to Yorkshire West Riding: Leeds, Bradford and the North, covers a vast area marked by tremendous diversity of both landscape and buildings. The territory is rich in medieval churches and castles, 17th-century houses and 18th-century mansions, yet it is also deservedly famous for its outstanding 19th- and 20th-century ecclesiastical, civic, commercial and industrial buildings. Major examples of every period of English architecture are represented, from Selby Abbey to the palatial country house of the Earls Fitzwilliam at Wentworth Woodhouse, and from Halifax Town Hall to Sheffield's Park Hill flats and the Yorkshire Sculpture Park near Wakefield. In the fine Pevsner tradition, this book situates the region's full array of buildings within geological, local, national, and international contexts.

Play and Performance offers hope to those lamenting the loss of play in the twenty-first century and aims to broaden the understanding of what play is. This volume showcases the work of programs from early childhood through adulthood, in a variety of educational and therapeutic settings, and from a range of theoretical and practical perspectives. The chapters cover an array of practices that can be seen across the play to performance continuum. Taken together, the myriad ways that play is performance and performance is play become clear, sometimes blurring the need for distinction. The volume provides play advocates, researchers and practitioners a wealth of practical and theoretical ideas for expanding the use of performance as a tool for creating playful environments where children and adults can create and develop.