n modern terms, interest in state secondary schools begins with the fall-out from the large‑scale administrative educational reforms enacted during the Thatcher governments in the middle and late 1980’s. One of the first books to deal specifically with this new focus upon education at the regional and national level was Carole Edelsky’s 1991 publication, With Literacy and Justice for All, which should be seen as a literary and policy pre-cursor to the advent of the New Labour government, which is where extensive interest in literacy (and, specifically, its relationship to social exclusion) was triggered. Indeed, the popular election slogan of “education, education, education” that swept Tony Blair to power in 1997 was so ingrained in the national consciousness at the end of the twentieth century that the phrase was short‑listed for entry into the Oxford English Dictionary. Thus, it comes as no surprise to learn that the bulk of the academic output with regards to literacy emanates from this time onwards reaching its zenith in the contemporary era.With specific regards to literacy and secondary education, there can be no more significant work than the essays and research compiled by Maureen Lewis and David Wray (2006). Based upon the work of the Nuffield Extended Literacy (EXEL) Project, this is a primary source book that uses the first‑hand experiences of teachers to form a composite whole regarding how best to implement literacy lesson plans in a secondary school classroom. This has been augmented by guidebooks such as Wray’s own Teaching Literacy (2006), which shows secondary school teachers (particularly English teachers) how to incorporate literacy learning in a mainstream classroom setting.