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David Peace’s Red Riding quartet ( 1974; 1977; 1980; 1983 ) was published in the UK between 1999 and 2002. The novels are an excoriating portrayal of the violences of men, focusing on paedophilia and child murder, the hunt for the Yorkshire Ripper and, predominantly, the blurring of boundaries between the activities of police officers, criminals and entrepreneurs. This chapter aims to examine the way in which the criminal entrepreneur draws on socially constructed ideas of masculinity and the capitalist ideal in order to establish identity. This will be achieved through an examination of John Dawson, a character central to the UK Channel Four/Screen Yorkshire’s Red Riding Trilogy, the filmed version of the novels, first screened in 2009. The central role of networks of powerful men in creating space for the criminal entrepreneur and the cultural similarities between police officers and criminal entrepreneur will be explored.

Using the research approach of bricolage, the chapter provides a reflexive commentary on the films, drawing on a number of other texts and sources, including news accounts of featured events and interviews with the author David Peace and the series co-producer Jamie Nuttgens – an analysis of the texts, using a framework suggested by van Dijk (1993) and McKee (2003) features.

The centrality of the idea of hegemonic masculinity to the activities of both police officers, and criminals and businessmen and Hearn’s (2004) assertion that the cultural ideal and institutional power are inextricably linked are examined through an analysis of the role of Dawson (and his three linked characters in the novels) in the Red Riding Trilogy.

The chapter provides an analysis of one film series but could provide a template to apply to other texts in relation to topic.

The social implications of the findings of the research are discussed in relation to work on the impact of media representations (Dyer, 1993; Hall, 1997).

It is intended that the chapter will add to the growing body of academic work on the criminal entrepreneur and the ways in which media representation of particular groups may impact on public perception and construction of social policy.

This chapter discusses the experiences of black men who encounter the phenomena of a mental health diagnosis, detention and death in a forensic setting in England. Although there are black women with mental health issues who have also died in forensic settings, the occurrence is significantly higher for men who become demonised as ‘Big, Black, Bad and dangerous’. The author discusses the historical over representation of mental ill health amongst black people in the general community and the plethora or reasons attributed to this. The author then discusses the various points of entry into the criminal justice system, where black men with mental health issues are over represented. The author explores some inquiries into the deaths of black men in custody and the recommendations that were subsequently made, which successive governments have failed to act upon. The author argues that the term ‘Institutional Racism’ is insufficient to explain this phenomenon; and offers her own theoretical interpretation which is a combination of systemic racism influenced by post-colonial conceptualisation

Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support bilingual teachers’ implementation of dialogic reading comprehension instruction in student-led small groups and linguistically responsive literacy instruction with emergent bilingual students (Spanish–English) in grades one through four.

Design/Methodology/Approach – The authors provide brief literature reviews on the literacy instruction that bilingual students in low-resourced schools typically receive, on dialogic reading comprehension instruction, and on linguistically responsive literacy instruction. Then, the authors show how teacher educators utilized the GRR framework and process to support bilingual teachers’ movement from whole-class, teacher-directed instruction to dialogic reading comprehension instruction in student-led small groups. Next, the authors illustrate how a third-grade dual-language teacher employed the GRR to teach her students how to use Spanish–English cognates. Lastly, the authors share three vignettes from a first-grade bilingual teacher’s use of the GRR to facilitate her students’ comprehension of teacher read-alouds of narrative and informational texts and English writing.

Findings – When the teacher educators employed the GRR model in combination with socio-constructivist professional staff development, the teachers revealed their concerns about small-group instruction. The teacher educators adjusted their instruction and support to address the teachers’ concerns, helping them to implement small-group instruction. The third-grade bilingual teacher employed the GRR to teach her students how to use a translanguaging strategy, cognates, when writing, spelling, and reading. The first-grade bilingual teacher’s use of the GRR during teacher read-alouds in Spanish and English provided space for her and her students’ translanguaging, and facilitated the students’ comprehension of narrative and informational texts and completion of an English writing assignment.

Research Limitations/Implications – The findings were brief vignettes of effective instruction in bilingual settings that employed the GRR model. Although the authors discussed the limitations of scripted instruction, they did not test it. Additional research needs to investigate how other teacher educators and teachers use the GRR model to develop and implement instructional innovations that tap into the unique language practices of bilingual students.

Practical Implications – The empirical examples should help other teacher educators and bilingual teachers to implement the GRR model to support the improved literacy instruction of bilingual students in grades one through four. The chapter defines linguistically responsive instruction, and shows how translanguaging can be used by bilingual teachers and students to improve the students’ literacy performance.

Originality/Value of Chapter – This chapter provides significant research-based examples of the use of the GRR model with bilingual teachers and students at the elementary level. It shows how employment of the model can provide bilingual teachers and students with the support needed to implement instructional literacy innovations and linguistically responsive instruction.

While visual arts, drama, dance and music have been used to enhance literacy learning for many decades in preschool and primary classrooms, engaging with mobile learning can also provide many opportunities for young learners to explore and develop language and literacy. The use of mobile devices is of particular interest as technology has an impact on pedagogy and the mobility of digital devices provides many opportunities for engaged and meaningful literacy learning when teamed with the arts. In this chapter, we define the arts and their relationship with literacy learning before exploring a number of resources and practices for integrating their use in early learning settings.

This chapter reviews and synthesizes three major strands of recent research, alongside discipline-specific research design, from scholars of Language Issues in Comparative and International Education. The first strand is mixed methods research on the policy and practice of L1-based multilingual education programs, and their contribution to raising educational quality and addressing equity and inclusiveness worldwide. The second strand is qualitative, community-based research of educational programs aimed toward revitalization of minoritized, indigenous, and/or endangered languages. The third strand is empirical and theoretical research that seeks to document, contest, and reconceptualize the dynamics among dominant and non-dominant languages within and between international contexts. The authors explore points of synergy between studies, examine publication in the field from a meta-perspective, and suggest encouraging directions of future research, while highlighting the value of non-dominant languages as resources for education and life.

The transformation from an industrial to a knowledge economy and society are underway. In the knowledge economy, the knowledge of people and organizations—their intellectual capital assets—are the primary factors of production and the source of wealth. This is in contrast to other kinds of capital that fueled the industrial and the agricultural economies. Librarians have understood the knowledge society as one characterized by an increased focus on digital resources and an expanded use of virtual channels to deliver those resources. However, the nature of the knowledge society and economy is far more expansive than a digital environment. A knowledge society is one in which all members of a society engage in knowledge transactions—in the business environment, in the social sphere, in civic activities, and in everyday environmental actions. This view of the knowledge society presents new opportunities for librarians to leverage their intellectual capital. This chapter profiles the intellectual capital assets of librarians, considers how they align with professional competencies, and presents use cases that illustrate the value of these assets. Future scenarios illustrate how traditional functional competencies might shift in the knowledge economy. These also suggest contexts which highlight undervalued or new competencies. Seven observations describe how librarians might prepare for expanded roles in the knowledge society.