An examination of the ways in which women challenged the British educational, employment and welfare systems after the franchise. Helen Jones explores how women adapted their strategies to confront the system from within, and what constraints were imposed on them. She also examines the active role that British women played in Continental Europe, and an important comparative chapter looks at the experience of women in France, Germany, Italy, Australia and the USA.

An examination of the ways in which women challenged the British educational, employment and welfare systems after the franchise. Helen Jones explores how women adapted their strategies to confront the system from within, and what constraints were imposed on them. She also examines the active role that British women played in Continental Europe, and an important comparative chapter looks at the experience of women in France, Germany, Italy, Australia and the USA.

Eglantyne Jebb was a teacher, social investigator and founder of the Save the Children Fund. Her 'Declaration of the Rights of the Child', adopted by League of Nations, shows evolution from Charity Organization Society model to philosophy of international mutual responsibility, children's rights and humanitarianism.

The millennium has sharpened perspectives on the history of women in twentieth-century Britain. Many features of the contemporary gender order date only from the last decades of the century – the expectation of equal opportunities in education and the work-place, sexual autonomy for the individual and tolerance of a variety of family forms. The years dominated by the two World Wars saw real advances towards equal citizenship and legal rights, and a growing sense of the impact on women of 'modernity' in its various forms, including consumerism and the mass media. But values inherited from the Victorians were still reflected in the class hierarchy, the policing of sexuality and the male-breadwinner family. This anthology of original sources, accompanied by a state-of-the-art bibliography, illustrates patterns of continuity and change in women's experience and their place in national life. An introductory survey provides an accessible overview and analysis of controversial issues, such as the relationship between 'first', 'second' and 'third' wave feminism.

This volume examines the varieties of anti-fascism in inter-war Britain. Ordinarily anti-fascism is defined in terms of anti-fascist activism. By extending the scope of the concept, this book breaks new ground. Chapters examine political parties, the state, the media, women, the churches, and intellectuals.

This new study explores how British youth was made, and how it made itself, over the nineteenth and twentieth centuries. Urbanisation and industrialisation brought challenges that altered how young people were both perceived and understood. As adults found it difficult to comprehend the rapidity of societal change, focus on the young intensified, and they became a symbol of uncertainty about the future. Highlighting both change and striking continuity, Melanie Tebbutt traces the origins and development of key themes and debates in the history of modern British youth. Current issues such as the ageing of western societies, high levels of youth unemployment and the potential for social and political unrest make this a timely study.

Popular Education is a concept with many meanings. With the rise of national systems of education at the beginning of the nineteenth-century, it was related to the socially inclusive concept of citizenship coined by privileged members with vested interests in the urban society that could only be achieved by educating the common people, or in other words, the uncontrollable masses that had nothing to lose. In the twentieth-century, Popular Education became another word for initiatives taken by religious and socialist groups for educating working-class adults, and women. However, in the course of the twentieth-century, the meaning of the term shifted towards empowerment and the education of the oppressed. This book explores the several ways in which Popular Education has been theoretically and empirically defined, in several regions of the world, over the last three centuries. It is the result of work by scholars from Europe and the Americas during the 31st session of the International Standing Conference on the History of Education (ISCHE) that was organised at Utrecht University, the Netherlands in August 2009. This book was originally published as a special issue of Paedagogica Historica.