Fifteen months in Dixie, or, My personal experience in rebel prisons : a story of the hardships, privations and sufferings of the "boys in blue" during the late War of the Rebellion /

Mode of access: Internet.

The Official handbook for boys.

Mode of access: Internet.

The simple truth for boys and parents,

Also published under title: The simple truth for boys of twelve and over.

Annual report of the boys' and girls' aid society of oregon

Mode of access: Internet.

Two little savages; being the adventures of two boys who lived as Indians and what they learned.

Mode of access: Internet.

A grammar of the English language in a series of letters. Intended for the use of schools and of young persons in general ; but more especially for the use of soldiers, sailors, apprentices, and plough-boys. To which are added six lessons intended to prevent statesmen from using false grammar and from writing in an awkward manner.

Title on spine: Cobbett's grammar.

Yarns on African pioneers to be told to boys /

Mode of access: Internet.

Shaping the boys' agenda: The backlash blockbusters

The boys’ debate internationally is being fuelled by a range of texts on boys and masculinity. Many of the most popular texts are situated firmly within a backlash politics. These politics suggest that boys are the new ‘victims’ of schooling and that the girls’ agenda in schooling is a completed one. This paper will challenge the arguments contained within a number of the most recent of these ‘backlash blockbusters’. The paper will argue that, rather than boys being placed on the educational agenda in the status of victims, the ways in which dominant forms of masculinities and the harms they cause many girls and some boys need to be addressed.

Issues in boys' education: A question of teacher threshold knowledges?

This paper explores the effects of specific teacher threshold knowledges about boys and gender on the implementation of a so-called 'boy friendly' curriculum at one junior secondary high school in Australia. Through semi-structured inter-views with selected staff at the school, it examines the normalizing assumptions and 'truth claims' about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This research raises crucial questions about the need for the formulation of both school and governmental policy grounded in sound research-based knowledge about the social construction of gender and its impact on the lives of both boys and girls and their experiences of schooling. This is crucial, we argue, in light of the recent parliamentary report on boys' education in Australia which rejects gender theorizing and given the failure of key staff in the research school to interrogate the binary ways in which masculinity and femininity are socially constructed and institutionalized in schools through a particular 'gender regime'. While some good things are happening in the research school, the failure to acknowledge the social construction of gender means that ultimately the school's programs cannot be successful.

Interrogating single-sex classes as a strategy for addressing boys' educational and social needs

This paper explores the policy of single-sex classes that is currently being adopted in some schools as a strategy for addressing boys' educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers' and students' experiences of this strategy. Interviews with the principal, male and female teachers responsible for teaching the single-sex classes and the students involved in these classes are used to illustrate the impact and effect of the strategy on pedagogical practices in this particular school. The data are used to raise critical questions about the impact and effects of teachers' pedagogical practices in light of the current literature and research about single-sex classes. In this case study, it was found that teachers had a tendency to modify their pedagogical practices and the curriculum to suit stereotypical constructions about boys' and girls' supposed oppositional orientations to learning. It is concluded that teacher knowledges and assumptions about gender play an important role in the execution of their pedagogies in the single-sex classroom.