This book explores intersections between sense of place, the formation of identity, indigeneity and colonisation, literature and literary study, the arts, and a revisioned school curriculum for the Anthropocene. Underpinning the book is a conviction that sense of place is central to the fostering of the change of heart required to secure the survival of human life on earth. It offers a coherent overview of seemingly disparate realities on a geographically and historically sprawling canvas. The book is a work of literary non-fiction, drawing on a range of sources: literary works and criticism, theoretical research, empirical studies and artworks. Of its very nature, the book enacts an extensive cultural critique. After establishing a cross-disciplinary foundation for “sense of place�, the book describes its relationship to identity with reference to such terms as attachment, dispossession, reclamation and representation. It shows how a hopeful narrative for planet stewardship can be developed by the uptake of indigenous and traditional discourses of place. It concludes with the envisioning of a place-conscious curriculum, and ways in which an activist agenda might be pursued in the Anthropocene.

The premise of "Developing Writing Teachers" is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus on teachers as writers and the teaching of writing. Part I addresses the question, What does it take for a teacher of writing to develop an identity as writer? Using case studies and teacher narratives, it guides readers to an understanding of the current status of writing as the 21st century unfolds, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity, and writing as design. Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. Coverage includes building a community of writing practice; the nature of writing as process; the place of grammar; the role of information, communication and representational technologies; and how assessment, properly used, can help develop writing. Ideal for for pre-service and in-service courses on the teaching of writing, the "Companion Website "provides aadditional readings/documents; PowerPoint presentations; assessment resources; and lesson and unit plans and planning guides. "

The premise of "Developing Writing Teachers" is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus on teachers as writers and the teaching of writing. Part I addresses the question, What does it take for a teacher of writing to develop an identity as writer? Using case studies and teacher narratives, it guides readers to an understanding of the current status of writing as the 21st century unfolds, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity, and writing as design. Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. Coverage includes building a community of writing practice; the nature of writing as process; the place of grammar; the role of information, communication and representational technologies; and how assessment, properly used, can help develop writing. Ideal for for pre-service and in-service courses on the teaching of writing, the "Companion Website "provides aadditional readings/documents; PowerPoint presentations; assessment resources; and lesson and unit plans and planning guides. "

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars:

• provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia
• offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms
• takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful
• addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices.

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars

• provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia
• offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms
• takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful
• addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices.

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers' identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers' identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With four interlinked sections, this book offers: Nuanced understandings of how writer identities are shaped and formed; Insights into how classroom practice changes when teachers position themselves as writers alongside their students; New understandings of what this positioning means for students' identities as writers and writing pedagogy; and Illuminating case studies mapping young people's writing trajectories. With an international team of contributors, the book offers a global perspective on this vital topic, and makes a new and strongly theorised contribution to the field. Viewing writer identity as fluid and multifaceted, this book is important reading for practising teachers, student teachers, educational researchers and practitioners currently undertaking postgraduate studies. Contributors include: Teresa Cremin, Terry Locke, Sally Baker, Josephine Brady, Diane Collier, Nikolaj Elf, Ian Eyres, Theresa Lillis, Marilyn McKinney, Denise Morgan, Debra Myhill, Mary Ryan, Kristin Stang, Chris Street, Anne Whitney and Rebecca Woodard.

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers' identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers' identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With four interlinked sections, this book offers: Nuanced understandings of how writer identities are shaped and formed; Insights into how classroom practice changes when teachers position themselves as writers alongside their students; New understandings of what this positioning means for students' identities as writers and writing pedagogy; and Illuminating case studies mapping young people's writing trajectories. With an international team of contributors, the book offers a global perspective on this vital topic, and makes a new and strongly theorised contribution to the field. Viewing writer identity as fluid and multifaceted, this book is important reading for practising teachers, student teachers, educational researchers and practitioners currently undertaking postgraduate studies. Contributors include: Teresa Cremin, Terry Locke, Sally Baker, Josephine Brady, Diane Collier, Nikolaj Elf, Ian Eyres, Theresa Lillis, Marilyn McKinney, Denise Morgan, Debra Myhill, Mary Ryan, Kristin Stang, Chris Street, Anne Whitney and Rebecca Woodard.

This introductory text explains the use of critical discourse analysis (CDA) as a research methodology. Beginning with an explanation of the key words and theories behind CDA and how these can be used in research, Terry Locke proceeds to provide a lucid demonstration of the application of these series to both interpretation of print text and the analysis of conversations. The book is an essential guide for students encountering critical discourse analysis for the first time.>