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"This is a book to own, read and re-read for its insights and which should then provoke us to act so that all children at school are able to enjoy and benefit from education". Professor Debbie Epstein, Cardiff University, UK, Editor, Gender and Education "This excellent book offers evidence from a rich vein of research covering all aspects of girls' and young women's experiences of education, in and out of school, and is therefore an absolute must for all involved in teaching, learning, researching and policy-making on gender." Professor Gaby Weiner, University of Edinburgh, UK Countering claims that we live in 'post-feminist' times in which girls 'have it all' and can do, and be, whatever they like, this book explores some of the current concerns of, and about, girls today. Issues relating to girls' schooling and femininities have been sidelined and depoliticised in recent education agendas. Yet questions and concerns relating to schoolgirls' lives and experiences deserve immediate attention. Not all girls are academically successful; many girls face exclusion in schools; career aspirations are still gendered; rates of smoking and drinking alcohol are high amongst some groups of girls. With contributions from leading researchers in gender and education, this book: Draws on cutting edge research to consider ongoing problems and explore new agendas. Includes contributions relating to the entire 3-16 year age range. Considers both the within- and out-of-school experiences of girls, and locates them within wider debates about gender anxieties in contemporary education. This topical collection highlights the main issues faced by girls in Britain today, and endeavours to put girls back on the educational agenda. It is essential reading for students, academics and researchers in education, sociology, and girls' studies, as well as for school teachers and education policy makers. Contributors:Alexandra Allan, Sheryl Clark, Fin Cullen, Jannette Elwood, Becky Francis, Rosalyn George, Valerie Hey, Laura Hills, Jean Kane, Gwynedd Lloyd, Jackie Marsh, Barbara Martin, Gillean McCluskey, Emma Renold, Sheila Riddell, Jessica Ringrose, Farzana Shain, Joan Stead, Elisabet Weedon

"This is a book to own, read and re-read for its insights and which should then provoke us to act so that all children at school are able to enjoy and benefit from education". Professor Debbie Epstein, Cardiff University, UK, Editor, Gender and Education "This excellent book offers evidence from a rich vein of research covering all aspects of girls' and young women's experiences of education, in and out of school, and is therefore an absolute must for all involved in teaching, learning, researching and policy-making on gender." Professor Gaby Weiner, University of Edinburgh, UK Countering claims that we live in 'post-feminist' times in which girls 'have it all' and can do, and be, whatever they like, this book explores some of the current concerns of, and about, girls today. Issues relating to girls' schooling and femininities have been sidelined and depoliticised in recent education agendas. Yet questions and concerns relating to schoolgirls' lives and experiences deserve immediate attention. Not all girls are academically successful; many girls face exclusion in schools; career aspirations are still gendered; rates of smoking and drinking alcohol are high amongst some groups of girls. With contributions from leading researchers in gender and education, this book: Draws on cutting edge research to consider ongoing problems and explore new agendas. Includes contributions relating to the entire 3-16 year age range. Considers both the within- and out-of-school experiences of girls, and locates them within wider debates about gender anxieties in contemporary education. This topical collection highlights the main issues faced by girls in Britain today, and endeavours to put girls back on the educational agenda. It is essential reading for students, academics and researchers in education, sociology, and girls' studies, as well as for school teachers and education policy makers. Contributors:Alexandra Allan, Sheryl Clark, Fin Cullen, Jannette Elwood, Becky Francis, Rosalyn George, Valerie Hey, Laura Hills, Jean Kane, Gwynedd Lloyd, Jackie Marsh, Barbara Martin, Gillean McCluskey, Emma Renold, Sheila Riddell, Jessica Ringrose, Farzana Shain, Joan Stead, Elisabet Weedon

This book exemplifies the nurturing spirit of inter-discursive debate with a view to opening up new theoretical and empirical insights, understanding, and engagement, with debates on issues relating to pedagogy, policy, equity and embodiment. From a variety of social science perspectives, an international force of contributors apply a multitude of concepts to research agendas which illustrate the multiple ways in which ‘the body’ both impacts culture and is simultaneously and seamlessly positioned and shaped by it, maintaining social reproduction of class and cultural hierarchies and social regulation and control. They attest that once we begin to trace the flow of knowledge and discourses across continents, countries, regions and communities by registering their re-contextualisation, both within various popular pedagogies (e.g., newspapers, film, TV, web pages, IT) and the formal and informal practices of schools, families and peers, we are compelled to appreciate the bewildering complexity of subjectivity and the ways in which it is embodied. Indeed, the chapters suggest that no matter how hegemonic or ubiquitous discursive practices may be, they inevitably tend to generate both intended and unexpected ‘affects’ and ‘effects’: people and populations cannot easily be ‘determined’, suppressed or controlled. This book was originally published as a special issue of Sport, Education and Society.

This book explores the aspirations of 'working class' girls' in an ex-mining community in the UK. It highlights the difficulties present in these 'post-industrial' settings, which are often areas of severe deprivation, and questions whether these place limitations on the achievements of the girls within the community. Based on an eight-year longitudinal study of girls in three primary schools and two secondary schools which differed in levels of attainment, the book examines the girls' initial aspirations, decision-making, and later achievements when in post-compulsory education. It will be compelling reading for students, academics and practitioners in Education, offering a unique appreciation of how working-class girls balance their own aspirations with the educational opportunities perceived to be available to them.

"What Works in Girls Education" summarizes the extensive body of research on the state of girls education in the developing world today; the impact of educating girls on families, economies, and nations; and the most promising approaches to increasing girls enrollment and educational quality.

All parents want their child to be happy and successful at school, but few decisions are harder than identifying the right school for your child. The Independent Schools Guide, now in its 17th edition, provides all the guidance and advice needed to make the most informed decisions. The book includes an extstensive reference section for over 2,000 schools; details on fee planning, scholarships and bursaries; guidance for overseas parents, including language support and guardianship; and detailed profiles of over 200 schools and colleges. For any parent, guardian or carer who is considering the independent sector, the Guide is the definitive reference source.

Over the past few decades there have been intense debates in education surrounding children’s literacy achievement and ways to promote reading, particularly that of boys. The Harry Potter book series has been received enthusiastically by very many children, boys and girls alike, but has also been constructed in popular and media discourses as a children’s, particularly a boys’, literacy saviour. Children’s Literacy Practices and Preferences: Harry Potter and Beyond provides empirical evidence of young people’s reported literacy practices and views on reading, and of how they see how the Harry Potter series as having impacted their own literacy. The volume explores and debunks some of the myths surrounding Harry Potter and literacy, and contextualizes these within children’s wider reading.

Why do women in most developing countries lag behind men in literacy? Why do women get less schooling than men? This anthology examines the educational decisions that deprive women of an equal education. It assembles the most up-to-date data, organized by region. Each paper links the data with other measures of economic and social development. This approach helps explain the effects different levels of education have on womens' fertility, mortality rates, life expectancy, and income. Also described are the effects of women's education on family welfare. The authors look at family size and women's labor status and earnings. They examine child and maternal health, as well as investments in children's education. Their investigation demonstrates that women with a better education enjoy greater economic growth and provide a more nurturing family life. It suggests that when a country denies women an equal education, the nation's welfare suffers. Current strategies used to improve schooling for girls and women are examined in detail. The authors suggest an ambitious agenda for educating women. It seeks to close the gender gap by the next century. Published for The World Bank by The Johns Hopkins University Press.