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During the 1920s and 1930s in the colonial city of Seoul, a group of women called the New Women and the Modern Girls expressed their modern identities by wearing different clothing, hairstyles and make-up; visiting cafés; viewing Western movies; and consuming other foreign merchandise. While these women were admired by many women as being pioneers of modernity, they were severely criticized by others under the pretext that they indulged their vanity without considering the economy of their families and their colonized nation. These criticisms continue in twenty-first century Korea. Based on the striking similarity between the two eras, an understanding of the consumption and the criticisms of the Modern Girls could provide a historical context for understanding women's experiences in the consumer culture of twenty-first century Korea. The paper aims to discuss these issues.

As secondary sources, literature published in both English and Korean was included. Primary data were obtained from articles in Korean newspapers, magazines and print advertisements from the 1920s and 1930s.

The New Women and Modern Girls expressed their modern identities by consuming various fashion goods, including Western-style clothes, make-up and various accessories, adopting Western hairstyles and frequenting modern cafés, theaters and department stores. However, their behaviors escaped the boundaries of the “wise mother, good wife” ideology, and they were severely criticized by those adhering to the neo-Confucianism and Korean nationalist ideology that was deeply rooted in Korean society. Thus, the reputations of the Modern Girls were tainted and the individuals were stigmatized.

This research illuminates the negative aspects of self-expressive consumption, showing how individualistic, identity-driven consumption can be stigmatized in the collectivistic culture of Korea that is rooted in neo-Confucian nationalism.

This paper is the first to use the individual level, longitudinal catch-up growth of boys and girls in a historical population to measure their relative deprivation. The data is drawn from two government schools, the Marcella Street Home (MSH) in Boston, MA (1889–1898), and the Ashford School of the West London School District (1908–1917). The paper provides an extensive discussion of the two schools including the characteristics of the children, their representativeness, selection bias and the conditions in each school. It also provides a methodological introduction to measuring children’s longitudinal catch-up growth. After analysing the catch-up growth of boys and girls in the schools, it finds that there were no substantial differences between the catch-up growth by gender. Thus, these data suggest that there were not major health disparities between boys and girls in late-nineteenth-century America and early-twentieth-century Britain.

The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community.

The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed.

This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting.

This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

This article probes the dimensions of a newly constructed, modern citizenship within the context of post‐war tensions between a national history that recognised and asserted sexual, racial, and cultural differences and an assimilationist state drive that enshrined one law and one way of life. In particular, I address the question of what we can learn about gender and race relations and their relationship to national identities and citizenship by studying government and educational policies and publications. As recent scholarship on education and citizenship has observed, issues surrounding national identity/identities, citizenship, and education in Australia were critical to state formation from the late 1940s to the 1960s. This research has done much to expand our understanding of the pedagogical and curriculum components of citizenship education and the central role of teachers within the education enterprise. As well, other scholars have informed our understanding of the related processes of post‐war social adjustment of young people. This article draws on a range of theories and perspectives from post‐colonial literature, cultural and performance studies, and critical ‘race’ and feminist theories to analyse the texts and images. A discourse analysis of these documents highlight the complex and competing forms of identity/identities, colonialism, ‘race’, and gender. In particular, I address the following questions: First, what representations of modern young citizens were featured as part of the ‘Australian way of life’ in both state education policies and publications? Second, in what ways were gender and ‘race’ constitutive of Australian citizenship? Third, how do the images and texts in these publications manifest the multiple performances of education in the 1950s and 1960s? Although this study focuses on education reforms, the results of the research speak to wider issues of historical representation, gender, and culture and the complicated relationship between state policy, nationalism, and reform.

This study aims to examine the evolution of cosmetic advertising in Japan during the 1920s and 1930s, a time characterised by notable cultural upheaval and Western influences. Focussing on Shiseidō as a case study, it explores the interplay between traditional and Western beauty standards, highlighting how this leading cosmetic brand shaped perceptions of femininity and cultural aesthetics.

This research analyses Shiseidō’s brand magazines, packaging and store designs from the interwar period. Primary sources, including Shiseidō Geppo, Shiseidō Gurafu and Hanatsubaki, offer insights into cosmetics marketing and its cultural impact.

The findings reveal that Japanese cosmetic advertising during this era adopted both traditional and Western beauty ideals. Shiseidō and other brands skilfully integrated these diverse influences to create a unique aesthetic that appealed to modern Japanese women. This approach not only promoted beauty products but also reflected and reinforced the evolving notions of a new modern femininity.

While numerous cosmetic companies thrived in interwar Japan, this study focuses on Shiseidō for its luxury positioning and broad cultural impact. This research addresses gaps in current scholarship which has mainly focused on Western cosmetic practices. Additionally, the study offers a nuanced perspective on moga (Japanese modern women), presenting them as a hybrid of Western and traditional styles and highlighting the complex, non-linear nature of their transformation.

To explore the advice given by the British Girl Guides Association, a popular girls' youth organisation, to urban members in the period from 1930 to 1960.

This article is based on an analysis of the Girlguiding publications The Guide and The Guider in 30 years spanning 1930–1960.

The article shows that, although rural spaces maintained symbolic position in the education and training of the British Girl Guides Association throughout the mid-twentieth century, the use of urban spaces were central in ensuring that girls embodied Guiding principles on a day-to-day basis. While rural spaces, and especially the camp, have been conceptualised by scholars as ‘extraordinary’ spaces, this article argues that by encouraging girls to undertake nature study in their urban locality the organisation stressed the ordinariness of Guiding activity. In doing so, they encouraged girls to be an active presence in urban public space throughout the period, despite the fact that, as scholars have identified, the post-war period saw the increased regulation of children's presence in public spaces. Such findings suggest that the organisation allowed girls a modicum of freedom in town Guiding activities, although ultimately these were limited by expectations regarding the behaviour and conduct of members.

The article builds upon existing understandings of the Girl Guide organisation and mid-twentieth century youth movements. A number of scholars have recently argued for a more complex understanding of the relationship between urban and rural, outdoor and indoor spaces, within youth organisations in the 20th century. Yet the place of urban spaces in Girlguiding remains under-explored.

This chapter seeks to explore different aspects of Modernism in the works of Ernest Hemingway, in particular The Garden of Eden that is set in the 1920s and The Sun Also Rises that was created in 1926. Therefore, the aim is to demonstrate what makes The Garden of Eden Modernist even though it was first published in 1986. In other words, the main point is to show how Hemingway constructs Modernism and whether there are parallels between the depictions of Modernism in both works. The first part of this chapter particularly emphasises aspects of American Modernism as the basis for the second part that focuses on the analyses of the works.

Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.

Using data from a feminist discourse analysis of comments on Facebook news articles, this research outlines backlash and regulatory practices directed towards youth activists Greta Thunberg, X González and Malala Yousafzai. A conceptual framework of semiotic violence highlights how these comments function to silence, delegitimise, vilify and punish sociopolitically active girls who challenge the status quo. The first mode of semiotic violence works to symbolically annihilate girl activists by silencing or rendering their political contributions invisible. The most obvious manifestation of this is instructing girls to shut up and go away. Additionally, their activism is ignored by refusals to acknowledge it as appropriate through suggestions they focus on gender-normative activities, such as domestic chores, playing with dolls and finding boyfriends. Undermining girls’ agency by describing them as puppets, mouthpieces, script readers, pawns and tools is also common. Here, girls’ contributions are rendered invisible through implications that they are being brainwashed and manipulated. The second mode of semiotic violence reinforces ideologies that girls are not politically competent and punishes them for being outspoken. This includes explicitly discrediting girls’ knowledge and abilities. Regulating their emotionality is also prevalent. This is consistent with Liberal political theory which justified women’s exclusion from public life by associating men with reason and women with emotion. Finally, insults degrade them for transgressing into a space demarcated as an adult and masculine realm. The semiotic violence directed towards these ‘girl power’ figures highlights that many people do not believe girls have the right to assert their sociopolitical opinion.

In this article the author seeks to outline the ideas behind the educational approach in the technical school, and then gives a brief outline of the history and development which has taken place in a particular school.