Drawing on the author’s own experience as a student and a teacher in England and Japan, this book is a comparative study of boys’ secondary schools in these two countries. By comparing two nations that are very different in their history, culture, and geographical location, and by focusing on schools that are affordable to the majority of the population, the analysis carried out in this book takes the onus away from money, national culture, and religion, allowing for a more insightful understanding of those elements of schooling, which prove essential to successful class reproduction and those that are contingent. The book also explores the experiences of boys who do not fit orthodox images of heterosexual masculinity, discussing their interaction with teenage subcultures which encourage non-conformity to middle-class norms. Representing a novel contribution to the understanding of the relationship between education, gender, and class, this book will be a valuable resource to scholars and students of education studies, Japanese studies, and the sociology of education.

Wembley, 30 July 1966... Geoff Hurst completes his hat trick... England are the World Cup champions. Everyone knows how the story ends, but how did it begin? How did Alf Ramsey assemble an England team to win the trophy for the first, and so far only time? The choice of the final eleven was far from straightforward: in just over three years Ramsey selected no less than fifty players and, at the start of 1966, two of the winning team had still to make their debuts for England. This book charts the chequered path to eventual victory, assesses both the players who made the final squad and those who lost out and, with the help of previously unpublished photographs, provides a unique chronicle of professional football over fifty years ago.

There has been a great deal of recent interest in masculine clothing, examining both its production and consumption, and the ways in which it was used to create individual identities and to build businesses, from 1850 onwards. Drawing upon a wide range of sources this book studies the interaction between producers and consumers at a key period in the development of the ready-made clothing industry. It also shows that many innovations in advertising clothing, usually considered to have been developed in America, had earlier British precedents. To counter the lack of documentary evidence that has hitherto hampered research into the dress practices of non-elite groups, this book utilises thousands of unpublished visual documents. These include hundreds of manufacturers' designs, which underline an unexpected degree of investment by manufacturers in boys' clothing, and which was matched by heavy investment in advertising, with thousands of images of boys' clothing for shop catalogues in the Stationers' Hall copyright archive. Another key source is the archives of Dr Barnardo's Homes. This extraordinary collection contains over 15,000 documented photographs of boys entering between 1875 and 1900, allowing us to look beyond official polarization of 'raggedness' and 'respectability' used by charities and social reformers of all stripes and to establish the clothing that was actually worn by a large sample of boys. A close analysis of 1,800 images reveals that even when families were impoverished, they strove to present their boys in ways that reflected their position in the family group and in society. By drawing on these visual sources, and linking the design and retailing of boys' clothing with social, cultural and economic issues, this book shows that an understanding of the production and consumption of the boys clothing is central to debates on the growth of the consumer society, the development of mass-market fashion, and concepts of childhood and masculinity.

While there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to "race," class and gender. This edited text aims to bring together researchers in the field of education located across many international contexts such as the UK, Australia, USA, New Zealand and Europe. Contributors investigate the ways in which dominant perspectives on "difference," intersectionality and institutional structures underpin and reinforce educational inequality in schools and higher education. They emphasize the importance of international perspectives and innovative methodological approaches to examining these areas, and seek to locate the dimensions of difference within recent theoretical discourses, with an emphasis on "race," class and gender as key categories of analysis.

Modernist texts and writings of protest have until now received most of the critical attention of literary scholars of the First World War. Popular literature with its penchant for predictable storylines, melodramatic prose, and patriotic rhetoric has been much-maligned or at the very least ignored. Boys in Khaki, Girls in Print: Women's Literary Responses to the Great War redresses the balance. It turns the spotlight on the novels and memoirs of women writers - many of whom are now virtually forgotten - that appealed to a British reading public hungry for amusement, news, and above all, encouragement in the face of uncertainty and grief. The writers of 1914-18 had powerful models for interpreting their war, as a consideration of texts from the Anglo-Boer War of 1899-1902 shows. They were also bolstered by wartime publishing practices that reinforced the sense that their books, whether fiction or non-fiction, were not simply 'light' entertainment but a powerful agents of propaganda. Generously illustrated, Boys in Khaki, Girls in Print is a scholarly yet accessible illumination of a hitherto untapped resource of women's writing and is an important new contribution to the study of the literature of the Great War.