This book presents an exploration of how Golden Age detective fiction encounters educational ideas, particularly those forged by the transformative educational policymaking of the interwar period. Charting the educational policy and provision of the era, and referring to works by Agatha Christie, Dorothy L. Sayers, Edmund Crispin and others, this book explores the educational capacity and agency of literary detectives, the learning spaces of the genre and the kinds of knowledge that are made available to inquirers both inside and outside the text. It is argued that the genre explores a range of contemporaneous propositions on the balance between academic curriculum and practicum, length of school life and the value of lifelong learning. This book’s closing chapter considers the continuing pedagogic value for contemporary classrooms of engaging with the genre as a rich discursive and imaginative space for exploring educational ideas. Framing Golden Age detective fiction as a genre profoundly concerned with learning, this book will be highly relevant reading for academics, postgraduate students and scholars involved in the fields of English language arts, twentieth-century literature and the theories of learning more broadly. Those interested in detective fiction and interdisciplinary literary studies will also find the volume of interest.

Some of the greatest detective stories every wrote are collected in this massive anthology. This book contains the stories and novels by Arthur Conan Doyle, G. K. Chesterton, Emile Gaboriau, E. W. Hornung, M. McDonnell Bodkin, Guy Boothby, Jacques Futrelle, Melville Davisson Post, Ethel Lina White, Baroness Emmuska Orczy Orczy, Arthur Morrison, Edgar Wallace, Algernon Blackwood, Wilkie Collins, Maurice Leblanc, Edgar Allan Poe, Charles Dickens, Gaston Leroux, Anna Katharine Green, Fergus Hume, Fyodor Dostoyevsky, Robert Louis Stevenson, Dorothy L. Sayers, R. Austin Freeman. Table of Contents Wilkie Collins The Moonstone A Romance Edgar Allan Poe The Gold-Bug The Murders in the Rue Morgue The Mystery of Marie Roget. A Sequel to “The Murders in the Rue Morgue.” The Purloined Letter Charles Dickens Hunted Down Arthur Conan Doyle The Hound of the Baskervilles A Study in Scarlet The Sign of Four The Adventures of Sherlock Holmes The Memoirs of Sherlock Holmes G. K. Chesterton The Man Who Was Thursday: A Nightmare The Innocence of Father Brown The Wisdom of Father Brown Emile Gaboriau The Lerouge Case by Emile Gaboriau Monsieur Lecoq The Mystery of Orcival E. W. Hornung The Amateur Cracksman Dead Men Tell No Tales The Crime Doctor M. McDonnell Bodkin The Capture of Paul Beck Guy Boothby The Red Rat's Daughter Jacques Futrelle The Problem of Cell 13 The Chase of the Golden Plate Melville Davisson Post Walker of the Secret Service The Sleuth of St. James's Square Ethel Lina White The Man Who Loved Lions Baroness Emma Orczy (Emmuska Orczy) The Old Man in the Corner The Scarlet Pimpernel Arthur Morrison Chronicles of Martin Hewitt Martin Hewitt, Investigator Edgar Wallace The Angel of Terror Algernon Blackwood Three More John Silence Stories Three John Silence Stories Maurice Leblanc The Extraordinary Adventures of Arsene Lupin, Gentleman-Burglar Gaston Leroux The Mystery of the Yellow Room Anna Katherine Green The Leavenworth Case Fergus Hume The Mystery of a Hansom Cab Fyodor Dostoevsky Crime and Punishment Robert Louis Stevenson The Suicide Club The Rajah’s Diamond Dorothy L. Sayers Whose Body? A Lord Peter Wimsey Novel R. Austin Freeman John Thorndyke's Cases The Mystery of 31 New Inn

Published in 1996, this volume includes the presidential address of Sara Delamont, the first female President of Bera written and presented in 1984. The book also includes a selection of papers on gender and education. Topics covered include: female pupils’ experiences, resistance to sex equality messages, science education for girls and women in universities. Providing historical and sociological perspectives on gender and education this book will interest sociologists, anthropologists, and those in the field of education. This book was originally published as part of the Cardiff Papers in Qualitative Research series edited by Paul Atkinson, Sara Delamont and Amanda Coffey. The series publishes original sociological research that reflects the tradition of qualitative and ethnographic inquiry developed at Cardiff. The series includes monographs reporting on empirical research, edited collections focussing on particular themes, and texts discussing methodological developments and issues.

This book provides an original and compelling analysis of the ways in which British women’s golden age crime narratives negotiate the conflicting social and cultural forces that influenced depictions of gender in popular culture in the 1920s until the late 1940s. The book explores a wide variety of texts produced both by writers who have been the focus of a relatively large amount of critical attention, such as Agatha Christie, Dorothy L. Sayers and Margery Allingham, but also those who have received comparatively little, such as Christianna Brand, Ngaio Marsh, Gladys Mitchell, Josephine Tey and Patricia Wentworth. Through its original readings, this book explores the ambivalent nature of modes of femininity depicted in golden age crime fiction, and shows that seemingly conservative resolutions are often attempts to provide a ‘modern-yet-safe’ solution to the conflicts raised in the texts.

H.C. Bailey's detective Reggie Fortune was one of the most popular protagonists of the Golden Age of detective fiction. Fortune appeared in nine novels yet it was in a series of 84 short stories that were published from 1920 to 1940 where he truly shone, combining elements of several popular archetypes--the eccentric logician, the forensic investigator, the hard-boiled interrogator, the psychological profiler, the defender of justice. This critical study examines the Fortune stories in the context of other popular detective fiction of the era. Bailey's classics are distinguished by well-clued puzzles, brilliant sleuthing, vivid description and social critique, with Fortune evoking images of Don Quixote and the Arthurian Knights in his pursuit of truth and justice in an uncaring world.

For over two decades, Clues has included the best scholarship on mystery and detective fiction. With a combination of academic essays and nonfiction book reviews, it covers all aspects of mystery and detective fiction material in print, television and movies. As the only American scholarly journal on mystery fiction, Clues is essential reading for literature and film students and researchers; popular culture aficionados; librarians; and mystery authors, fans and critics around the globe.

In his study of Golden Age and hard-boiled detective fiction from 1890 to 1950, Yan Zi-Ling argues that these two subgenres can be distinguished not only by theme and style, but by the way they structure knowledge, value, and productive labour. Using the detective as a reference point and enactor of socially based interests, Yan shows that Golden Age texts are distinguished by their conservationism (and not only by their conservatism), with the detectives’ actions serving to stabilize institutions with specific ideological aims. In contrast, the criminal investigations of the hard-boiled detective, who is poorly aligned with institutions and strong interest groups, reveal the fragility of the status quo in the face of escalating cycles of violence. Key to Yan’s discussion are theories of exchange, value, and the gift, the latter of which he suggests is more akin to detective work than is wage labour. Analyzing texts by a wide range of authors that includes Arthur Conan Doyle, Agatha Christie, Dashiell Hammett, Raymond Chandler, Dorothy Sayers, Raoul Whitfield, George Harmon Coxe, and Mickey Spillane, Yan demonstrates that the detective’s truth-generating function, most often characterized as a process of discovery rather than creation, is in fact crucial to the institutional and class-based interests that he or she serves.

In his study of Golden Age and hard-boiled detective fiction from 1890 to 1950, Yan Zi-Ling argues that these two subgenres can be distinguished not only by theme and style, but by the way they structure knowledge, value, and productive labour. Using the detective as a reference point and enactor of socially based interests, Yan shows that Golden Age texts are distinguished by their conservationism (and not only by their conservatism), with the detectives’ actions serving to stabilize institutions with specific ideological aims. In contrast, the criminal investigations of the hard-boiled detective, who is poorly aligned with institutions and strong interest groups, reveal the fragility of the status quo in the face of escalating cycles of violence. Key to Yan’s discussion are theories of exchange, value, and the gift, the latter of which he suggests is more akin to detective work than is wage labour. Analyzing texts by a wide range of authors that includes Arthur Conan Doyle, Agatha Christie, Dashiell Hammett, Raymond Chandler, Dorothy Sayers, Raoul Whitfield, George Harmon Coxe, and Mickey Spillane, Yan demonstrates that the detective’s truth-generating function, most often characterized as a process of discovery rather than creation, is in fact crucial to the institutional and class-based interests that he or she serves.

Illustrates how war veterans have been used in British literature since the 1790s to explore being, knowing and storytelling.

This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today. Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt’s original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education. This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.