Below is one half of a telephone conversation. The person in the photograph is the person talking. The caller is a mystery.
They found what in my laundry bag?
Who found it?
I can assure you it doesn’t belong to me…
Yes. I’ll hold...
How could I have been so careless? It must have fallen into the bag when Harold was around. If only I’d left him on the doorstep instead of being sucked into party politics again.
Oh shit. What if Harold planted it in the bag.
If the team find out…
No, what if the family discover who I really am.
They’d never believe it.
I am so dead.
I’m still here...
Could you stop shouting…
Look it isn’t mine. You see, this morning, there was a man…
I understand that, but if this was anyone else…
I’m only 34 years old, why on earth would I be interested…
No. No. Please don’t , I can’t…
But if my mother finds out there was a...
I’ve never been on a cruise ship. In fact, I’ve never been on a bloody rowing boat...
Yeah, but that doesn’t count. Does it?
I think you’ll find I normally carry a red one. I usually keep it in the car though...
Is this a sick joke?
Who are you? Put the other bloke back on, I don’t want to deal with someone else…
You’re Kidding. Pat?
Thank God. Can you just pop it into the pocket of my jeans once they are dry? Your a babe...
Thanks. And tell Alan, I’m laughing now, but wait til I see him...
This is a one sided telephone conversation. It is a great way to add mystery to a scene. Perhaps someone is listening in on the conversation and trying to put the pieces together. Perhaps the protagonist is concealing the other half of the conversation. It is a fun way to write. This is also a great writing prompt.
Alexander Pope wrote the first edition of Rape of the Lock in 1711, after persuasion from his friend John Caryll. Caryll, who was once guardian to Lord Petre, discovered that the Lord had cut a lock of hair from the head of Arabella Fermor, thus causing a rift between the two families.  Pope wrote the poem in a humorous attempt to mend the rift. In 1714 Pope expanded the original poem which became a five-canto mock epic (Gurr, p.5). In predicting the hostility that he may have encountered from Miss Fermor over the content of the newly extended version, Pope explained to her in a letter that, ‘The ancient poets are in some respects like many modern ladies; let an action be never so trivial in itself. They always make it appear of utmost importance.’  The purpose of the letter was to clarify to Miss Fermor that the newly adapted version of Rape of the lock was an exaggeration of the earlier incident. Considering this, I would suggest that Pope purposely refuted the customary disciplines of feminine behaviour in the early eighteenth century, within Rape of the lock, in order to restore Miss Fermor’s pride.
The female role was a performance taken very seriously in the early Eighteenth century. Women were encouraged to follow codes of conduct. ‘Codes of civility and courtesy were a matter of active practice, generating their own concepts, values and behaviours which could then be deployed as a set of power relations.’  These behaviours included modesty, sociability and humbleness. Silence and obedience were also essential during this period, unless stimulated by a man. Chastity was a value which was not only desirable to men, but a marital attraction.  Rousseau suggested that, ‘One no longer dares to appear what one is.’  Furthermore, women were encouraged to conduct themselves with virtue and an ability to talk knowledgably.  Knowledge may have been problematic for women, as education for many females was not encouraged. As a result, a female’s only profession was that of wife and mother. Women were described as a tender and weaker sex and trusted that men should be their stronger counterpart. 
The above illustration of female behaviour was ridiculed by Pope in Rape of the Lock, whose portrayal of Belinda, both mimicked the correct behaviour in which society deemed suitable yet, at the same time, furnished her with opposing qualities such as, strength, power, and intelligence, this often resulted in rebellious behaviour. Pope began to represent these characteristics through his metaphoric use of the sun.
Sol thro’ white curtains shot a tim’rous ray; And ope’d those eyes that must eclipse the day; (1.13-14)
The rhyming couplet not only exemplified the beauty of Belinda’s eyes but suggested that, she was in fact bigger, or more powerful that the sun. The metaphor continues,
Bright as the sun, her eyes the gazers strike, And, like the sun, they shine on those alike. (2.13-14)
Along with the theme of beauty and power, Pope created a sense of irony at the end of the couplet when he wrote that Belinda’s eyes ‘shine on those alike’, these words demonstrate that it was Pope’s illusion to describe Belinda as a goddess yet he demonstrated a humbler side to the lady, who believes herself as an equal to those persons around her. Many critics fail to see the irony in Rape of the lock such as Cleanth Brooks, ‘is Belinda is a goddess, or is she merely a frivolous tease?  Pope created the illusion within the poem to generate such controversy. However, Brooks does go on to suggest that the sun metaphor may be interpreted in many ways, one of which suggests, that Belinda gives her generosity ‘like a great prince’. (Brooks, p.140). This ironic comment clarifies the opposing feminine qualities in which Pope demonstrated.
The poet continued to exemplify Belinda’s strength of character in canto one, when her maid Betty and the sylphs (Mystical beings) prepared their ‘goddess’ for her day ahead.
And now unveil’d, the toilette stand display’d, Each Silver vase in mystic order laid. (1.121-148)
Although it may be argued that the presentation of the items on Belinda’s toilet were a representation of consumerism, these items would have been common in the period in which the poem was written. In the early 18th century the rapid growth of the British economy, resulted in an increase in consumerism.  Watkins suggested, that the elaborate beautification of Belinda only served to tempt the Baron to cut off the lock of hair,’ (Watkins, p.257). However, on closer inspection of this scene, Belinda’s transformation was in fact a mask that gave her strength in the outside world.
Now awful beauty puts on all its arms (1.139)
Pope deliberately wrote this line to be interpreted in several ways. Firstly, the word awful could be understood as creating awe; however, the actual meaning of the word signifies that Belinda saw her mask as a disguise from her real identity. The second part of the sentence, ‘put on all its arms’, suggests that Pope was arming Belinda for battle. The mere proposal of a fight, in which Belinda was willing to confront, allowed great strength and character.
Canto two set the scene for Belinda’s voyage along the Thames. Pope took the opportunity within this scene to enchant his readers with clear descriptions of Belinda’s beauty. However, his narrative of the silver cross in which she wore around her neck, served several purposes;
On her white breast a sparkling cross she wore Which Jews might kiss, and infidels adore (Canto 2.7-8)
The cross, from Pope’s perspective, was a symbol of worship which, in the early 18th century was highly contentious. Pope himself was a Roman catholic and was raised during a time in which a Protestant monarchy held the throne. Catholics at this time were disadvantaged and treated at foreigners and, as a result, were forbidden from public schools and universities and could not live within the city of London.  Pope adorned Belinda with the silver cross to expose her rebellious nature as well as mock the political doctrines in which his religion had been compelled. (Hernandez, p.580) suggested that ‘Pope, on the contrary, looks on the ‘Goddess’ with uncharacteristic sympathy for the period.’ Hernandez was denoting that the cross was merely a commodity for Belinda. However, the cross bared such significance that the very use of it suggests power in its beholder.
Strength and rebellion were only a few of the characteristics that Pope displayed in Belinda’s role within the poem. He also portrayed her as an intelligent woman by displaying, in her possession, items of literature.
Payne proposed that the two items (Bible and love letter) should ‘give us cause for hesitation, but the diction Pope uses in describing the objects, as well as the lady in question, makes them without a doubt subversively charming indeed.’  Payne recognised that Pope was using these items to enhance the character of Belinda. Pope intended to have his audience take into consideration that Belinda could read, which as discussed at the beginning of this essay was unlikely for a female in this era.
Moreover, Belinda was also a skilful card player. Pope wrote this scene at Hampton court to introduce Belinda and the Baron.
Belinda now, whom thirst of fame invites, Burns to encounter two adventurous knights (3.26-27)
In the first line of the couplet, Pope addressed Belinda’s ambition to win. This also gave Pope the opportunity to put Belinda into direct competition with the Baron. Not only did Pope introduce a battle of sexes, but Belinda was playing against two ‘Adventurous Knights.’ She dominated the game with her skill and intelligence, overthrowing the knights. Wimsatt, who reconstructed the card game Ombre in his essay, said that ‘appearance or probability, is what has a bearing on the elements of skill and fate in this game of Ombre and hence on its dramatic and poetic interpretation.  Wimsatt was implying that Ombre is not a difficult game, yet for an eighteenth-century female who had little or no education, Belinda proved to be a highly competent player and she dominated the game with her skill and intelligence, overthrowing the knights.
The pinnacle of the Popes exploration of Female sexuality occurred when the Baron, cut the lock of hair from Belinda’s head. Belinda’s first reaction was to shriek in horror, which would have been an improper response for a lady in the eighteenth century. It was at this point in the poem that Pope introduced the caves of spleen. The fictional representation of the underworld, explained how Pope believed Miss Fermor to have felt when her lock of hair was stolen. According to Lillian Feder, the caves of spleen are ‘often cited as evidence of Popes interest in libidinous drives and blind compulsions.’  Although this may be an alternative perception of the poem, the main purpose of Spleen was to arm Belinda with the necessary courage to fight back against the Baron. Pope also wanted to invite his audience to accept that the incident had caused Miss Fermor a great deal of sorrow and pain. This scene allowed Pope to give Belinda a voice;
For ever curs’d be this detested day (4.147)
Her speech continued to describe how she wished that she had stayed at home, for she knew in her heart that something bad was going to happen. It was not Pope’s intention to address Belinda as a weak character during this speech, but rather a conscientious woman who made great effort to fulfil her female role. Yet the final canto in Rape of the Lock defined Belinda as the strong, powerful and rebellious character that Pope designed in order to maintain Miss Fermor’s reputation. Belinda fought back against the Baron and threw snuff in his face, at which point the Baron sneezed and lost the lock of hair. Pope ended the poem in a ceremonial style by celebrating the lock of hair and sending it to the stars. This ending, for the benefit of Miss Fermor, was to assure her that she would become as well known as the poem, therefore, the poem had served its purpose in reinstating her reputation. Throughout the poem, Pope protected the reputation of Belinda’s Chastity. Critics such as Reichard believed that the plot of the poem was ‘a contest of wiles between commanding personalities – an uninhibited philanderer and an invincible flirt,’  this opinion does not demote Belinda’s character for she was merely representing an eighteenth-century woman by flirting with a gentleman. Her virtue and chastity remained intact.
The evidence of Pope’s desire to reinstate Miss Fermor’s reputation may have resided in the original title of the poem ‘Rape of the Locke’. For Pope, the word ‘Locke’ was a pun to describe the philosopher John Locke, who opposed the practice of Catholicism. This contained not only mockery but is a parody of John Locke’s theory of the state of nature. In his Two Treaties of Government 1689, Locke wrote,
Though the earth, and all inferior creatures be common to all men, yet every man has a property in his own person. This no body has any right to but himself. The labour of his body, and the work of his hands, we may say, are properly his. Whatsoever then he removes out of the state of nature hath provided, and left in it, he hath mixed his labour with, and joined to it something that is his own, and thereby makes it his property. 
This ironic evidence clarifies that the lock of hair was in fact the property of Belinda, yet when the Baron put his labour into the cutting of the lock; it therefore became his property, thus, justifying that Lord Petre’s actions were merely a misunderstanding which, once again reinstates the reputation of Miss Fermor.
It is evident throughout Rape of the Lock that Pope alternated the characteristics of Belinda to complement Arabella Fermor. His depiction of feminine conduct was inconsistent within the context of its period, yet he allowed the ill-fitting gender stereotype to form the foundation of his poem. Pope hoped that the reader of his time would therefor see the illusion that he created. Although the construction of the poem and the remaining characters may have produced alternative criticisms and interpretations of Pope’s intention, this essay provided an explanation of why the character of Belinda was written at such a contradictory way in comparison to eighteenth century femininity, concluding that its purpose was simply to console Miss Fermor.
Brooks, C, ‘The case of Miss Arabella Fermor’, in Alexander Pope, The Rape of the Lock, A selection of Critical essays, ed. By John Dixon Hunt (London: Macmillan and Company Limited, 1969) 
Dutton, R, ed., Alexander Pope A Literary Life (London: The Macmillan Press, 1990) 
Erickson, A.L, ‘Women and Property: In Early Modern England (Routledge: London, 1993) 
Feder, L, Madness in Literature (New Jersey: Princeton University Press, 1980) 
Hernandez, E, ‘Commodity and Religion in Pope’s The Rape of the Lock’, Studies in English Literature – 1500-1900, 48 (2008) 
Jones, R.W, ‘Gender and the Formation of Taste in the Eighteenth Century Britain (Cambridge: The Press Sydicate of the University of Cambridge, 1998) 
Locke, J, ‘Two Treaties of Government’, ed., P.Laslett; (Cambridge University Press,1988) , in Political Ideologies, ed., Mathew Festenstein and, Michael Kenny (Oxford: Oxford University Press, 2005) 
Payne, D.C ‘Pope and the War against Coquettes: or Feminism and ‘The Rape of the Lock’ Reconsidered- Yet Again, The Eighteenth Century, 32 (1991) 
Reichard, H. M ‘The Love Affair in Pope’s The Rape Of The Lock’ in Alexander Pope The Rape of the Lock, A selection of critical essays, ed., John Dixon Hunt (London: Macmillan and Company Limited, 1969) 
Rogers,P, ed., Alexander Pope The major works, (Oxford:Oxford University Press, 2006) 
Rousseau, J.J, ‘Discourse on the Arts and Sciences, or first discourse’ (1750) in) in L.Brace, ‘Improving the Inside: Gender, property and the 18th century self’, British Journal of Politics and International Relations, 12 (2010) 
Ward,A.W, ed., M.A, Litt.D, The Poetical works of Alexander Pope, (London:Macmillan and Co, Limited, 1930) 
Williams,C.D.’The Luxury of Doing Good: Benevolence, Sensibility and the Royal Humane Society (1996) in L.Brace, ‘Improving the Inside: Gender, property and the 18th century self’, British Journal of Politics and International Relations, 12 (2010) 
Wimsatt, W.K and Source, J.R ‘The Game of Ombre in Rape of the Lock,’ The Review of English Studies, New Series, 1 (1950) 
Wipprecht, C, ‘The Representation of Women in Early 18th Century England’ (Druck Und Binding :Norderstedt, 2006) 
Please feel free to use this essay for academic purposes but please reference accordingly. This is an academic essay and failing to reference this paper accordingly may result in plagerism.
The role of the cross-dressing male in literature for children serves to either reinforce societal gender norms or criticise them. In order for the genre of cross-dressing to exist, however, the implied reader must already live in a society where dress plays a significant part in gender recognition and is generally practised as a social norm. Transsexual activist Nancy Nangeroni quoted that ‘It is not gender which causes problems; rather it is the imposition of gender on an individual by another.’ Due to the socialisation of gender in Western societies, the cross-dressing male in literature for children is treated as the ‘other’. By discussing David Walliams’s novel The Boy in the Dress in comparison to Terence Blacker’s Boy2Girl, Kenneth Grahame’s The Wind in the Willows, and Mark Twain’s The Adventures of Huckleberry Finn, I will identify the key issues surrounding the cross-dressing male in literature for children such as masculine reinforcement, sexuality, humour, and gender performance.
Written in 2008, Walliams offers an original critique of the male child cross-dresser in his novel The Boy in the Dress by addressing the way that clothing can create ‘otherness’. The opening statement of the novel is ambiguous, ‘Dennis was different.’ This statement not only poses the question of what or who is Dennis different from but also puts Dennis into the category of ‘other’. The narrator proceeds by telling the reader that ‘When [Dennis] looked in the mirror he saw an ordinary twelve-year-old boy,’ (The Boy in the Dress, p.11). This implies that Dennis is not ‘different’ because of his appearance but rather because ‘he felt different- his thoughts were full of colour and poetry, though his life could be very boring’ (The Boy in the Dress, p.11). In this quotation, the italicised ‘felt’ in addition to his thoughts of colour and poetry not only demonstrate Dennis’s aesthetic view of the world but also an unconventional representation of the traditional masculine expression. Social theorist Victor J. Seidler suggests that ‘expressing emotions allows men to connect to an aspect of their subjectivity that traditional forms of masculinity have denied them.’  Walliams is demonstrating that Dennis is aware that he deviates from the stereotypical Westernised idea of masculinity and therefore, feels different.
Masculinity in The Boy in the Dress, suppresses the protagonist’s subjective self. Walliams demonstrates this by exploring masculine reinforcement within the child’s family. When Dennis’s mother leaves home, his father makes a rule of ‘No crying. And worst of all- no hugging, (The Boy in the Dress, p.16). For Dennis, his father’s lack of emotion is a result of depression, (The boy in the Dress, p15). Fischer suggests that
men hardly disclose their personal feelings, and tend to conceal the expression of emotions like fear, sadness, shame, and guilt. This can be understood as a strategy to boost conventional masculinity.
By repressing his feelings, Dennis’s father reinforces his masculinity to the detriment of his sons. The repercussions of his behaviour are installed in Dennis’s brother who tells that protagonist that, ‘Only girls cry,’ (The Boy in the Dress, p.17). Walliams demonstrates the effects that masculine reinforcement has on Dennis’s freedom of choice. When the protagonist is encouraged to try on Lisa’s dress, ‘he imagines for a moment what he would look like wearing it, but then told himself to stop being silly, (The Boy in the Dress, p.83). Identifying his discomfort, Lisa reassures him by saying she ‘love[s] putting on pretty dresses. I bet some boys would like it too. It’s no big deal,’ (The Boy in the Dress, p.83). This contemporary reaction to cross-dressing is a result of the ‘differences [that] have been found in the perceptions of men and women towards transgender behaviours and people. In general, women are more tolerant.’  Dennis however, is torn between what he desires and how he has been taught to behave, ‘Dennis’s heart was beating really fast- he wanted to say “yes” but he couldn’t,’ (The Boy in the Dress, p.83-84). Walliams criticises the Western construction of masculinity by showing Dennis’s oppression due to the masculine reinforcement he receives at home.
Unlike Walliams’s criticism of masculinity, Kenneth Grahame’s The Wind in the Willows, published in 1908 promotes masculinity in order to reinforce Western gender norms. The character of Toad is represented as a carefree independent and wealthy animal with a disregard for societal rules. Following his imprisonment for joyriding, Toad’s female prison guard suggests that he dresses as a washerwoman to escape, explaining that ‘You’re very alike in many respects – particularly about the figure,’  The character’s genderless shape allows him the ability to disguise himself. Dress for Toad is one of the ways that he can outwardly expose his masculinity in addition to gender performance and reputation. It is for this reason that he is delighted when the original washerwoman suggests she should be tied and up and gagged before he escapes as she wants to keep her employment, ‘It would enable him to leave the prison in some style, and his reputation for being a desperate and dangerous fellow untarnished, (The Wind in the Willows, p.80). The word desperate in conjunction with dangerous reasserts Toads masculinity as he is proving not only that his cross-dressing is a necessary deviance but one that enhances his power. Moreover, whilst the cross-dressing incident is presented as humorous, ‘Toad’s behaviour simply reinforces the normative gender binary rather than engaging with the subversive function of the carnivalesque.’ For Toad, cross-dressing is a way for him to misbehave and divert attention from his true masculine self and as a result, gender binary is reinforced.
Gender performance is a key trope in male cross-dressing literature and highlights preconceived assumptions of gender roles. In Mark Twain’s Adventures of Huckleberry Finn, published in the United Kingdom in 1884, the protagonist is encouraged to wear women’s clothing in order to obtain information. Huckleberry’s friend Jim suggests that Huckleberry ‘put on some of them old things and dress up like a girl?’ In this instance, the act of cross-dressing is a fun experience and supplemented by an illustration by E. W. Kemble. This shows Jim kneeling down behind Huckleberry and laughing, whilst Huckleberry looks over his shoulder grinning and posing in a feminine manner. Flannigan suggests that
male cross-dressing is used for comedic purposes. The male cross-dresser, adored in feminine apparel worn in such an inexpert manner that his true sex remains no secret is a well-established comedic strategy,’ (Flannigan, p.135).
Flannigan’s suggestion demonstrates the reaction that the cross-dressing male has on its audience but fails to address the problematic response. In order for the act of cross-dressing to be deemed as comedic, the implied reader must already assume that the male character is acting incorrectly according to his perceived gender role. Walliams identifies this problem in The Boy in the Dress, by raising the issue of female inequality and the difficulty of femininity. Lisa suggests to Dennis that it’s ‘Not easy being a girl is it?’ (The Boy in the Dress, p.124). Furthermore, cross-dressing Dennis discovers the difficulty of being a girl:
Remember to cross your legs when you are wearing a dress, and most importantly, Don’t catch the boys’ eyes as you may be more attractive than you thought! (The Boy in the Dress, p.138).
In the above quotation, Walliams explores some of the rules of femininity. Not only is he discussing the female etiquette of ‘cross[ing] your legs’ but also the ways in which girls are sexualised by boys. The exclamation at the close of the quote illustrates male dominance, as it is the female who must divert her eyes from the male. Moreover, when Dennis’s father asks his son if he enjoys wearing a dress, Dennis replies, ‘Well, yes, Dad. It’s just…fun,’ (The Boy in the Dress, p.167). The pause before ‘fun’ suggests that the protagonist is searching for the correct word that will console his father. Walliams is, however, criticising the way in which cross-dressing in literature for children is perceived as humorous. For Dennis, cross-dressing allows him the happiness that he normally suppresses whilst in his conventional male role, ‘He felt so happy he wanted to dance,’ (The Boy in the Dress, p.100). This then raises the question ‘why are girls allowed to wear dresses and boys aren’t? It doesn’t make sense,’ (The Boy in the Dress, p.175). Dennis can see how illogical the typical Westernised view of cross-dressing is.
Sexual orientation is often explored in literature for children when a cross-dressing male is a main character. In Terence Blacker’s Boy2Girl, written in 2004, Sam Lopez, is persuaded to cross-dress as part of an initiation into the Shed gang. The gang decide that Sam should go to his new school wearing girl’s clothes for five days. The novel is written with first person multiple narrators with the exclusion of the protagonist. This immediately demonstrates Sam’s lack of individuality. His first reaction demonstrates a common reaction to male cross-dressing, “You want me to be some kind of fruit?” Fruit or fruitcake is a common slang word that refers to a homosexual.  This association derives from the Victorian fin de siècle when ‘widespread contemporary fear[s] that perversion and deviation [from gender norms were] agents of degeneration.’
This notion is also identified by Walliams in The Boy in the Dress when Dennis is caught by his Head Teacher wearing the orange sequined dress in school. The Head Master expels the boy and tells him ‘I am not having a degenerate like you in my school’, (The Boy in the Dress, p.163). Cross-dressing is often thought of as sexually motivated. ‘Male cross-dressing is perceived as inherently sexual in nature (either in a fetishistic sense or in a homosexual context),’ (Flannigan, p.49). Sam’s reaction to cross-dressing in Boy2Girl demonstrates that the remnants of Victorian fear still remain. Similarly, in The Boy in the Dress, Dennis’s brother suggests that boys who read girls magazines are ‘Woofters!’(The Boy in the Dress, p.56), which is another popular term to describe the homosexual man. Whilst cross-dressing is identified as deviant behaviour in Walliams’s novel, Harrison suggests that cross-dressing can be referred to as:
“Gender Deviance” [which] simply refers to an individual who falls outside of our ordinary everyday understanding of male/masculine and female/feminine.’
This critique raises the question of how the male child cross-dresser can be legitimately deemed as deviant when he is still in the early learning stages of his life and may not be fully aware of the Western gender ideology.
Walliams addresses gender ideology in childhood as problematic. In The Boy in the Dress, Dennis becomes bored due to his confinement within a socially constructed gender role. The word boring is mentioned eleven times throughout the novel and cross-dressing allows him to ‘feel like he [doesn’t] have to be boring Dennis living his boring life anymore’ (The Boy in the Dress, p.107). This quotation illustrates the stifling effect that conformity has over the protagonist. Cross-dressing gives him a feeling of liberty. Walliams demonstrates this freedom through a change in narrative voice, from the third person to first, ‘I can be whoever I want to be,’ (The Boy in the Dress, p.107). The ‘I’, allows the character independent thought, whilst the repetition of ‘be’ gives him freedom of choice and finally ‘whoever’ is gender neutral. The action of cross-dressing gives Dennis insight into life without gender conformity and he tells ‘Lisa I want to thank you for opening my eyes’, (The Boy in the Dress, p.207). Walliams is teaching the reader that gender should not be defined by what one wears.
The idea of gender neutrality is found in Adventures of Huckleberry Finn, the author demonstrates Huckleberry’s non-conformity due to his preference of wearing no clothes and his inability to accept and conform to civilisation:
We was always naked, day and night,[…] the new clothes Buck’s folks made for me was too good to be comfortable, and besides I didn’t go much on clothes, nohow, (Adventures of Huckleberry Finn, Para.3 of Chapter 19).
In the above quotation, Twain demonstrates Huckleberry’s relaxed nature and how he is comfortable in himself without the stifling effects of clothing. In addition, the author points out that adults are a child’s source of clothing, therefore limiting their independence. Huckleberry’s nakedness makes him gender neutral as opposed to conforming to socially constructed masculinity.
Cross-dressing in literature for children is often used to either reinforce societal gender norms or criticise them. Walliams, however, demonstrates that cross-dressing simply means a person who does not conform to Western dress codes. Dennis identifies this in his Sikh friend because he is ‘the only one who [wears] a patka,’ (The Boy in the Dress, p.63). Dennis asks, ‘Do you feel different Darvesh?’(The boy in the Dress, p.63). The emphasis on the italicised ‘you’ alters the tone of the question suggesting that Dennis is aware of segregation due social conformity of dress. Darvesh’s reply allows Walliams to highlight how otherness is socially constructed; ‘When mum took me to India at Christmas to visit Grandma I didn’t at all. All the Sikh boys are wearing them,’ (The Boy in the Dress, p.63). Walliams is demonstrating how alienating clothing can be for children, not only in gender but also within a cultural context.
Walliams, at the end of The Boy in the Dress, addresses exclusion or ‘othering’ due to societal control over children’s dress. In order to include Dennis in the football match after his exclusion from school, the full football team dress in women’s clothing. Suddenly ‘There was a huge cheer from the crowd’, (The Boy in the Dress, p.192). Walliams normalises the act of cross-dressing to demonstrate that exclusion due to gender or cultural dress is unnecessary. The final message in the novel serves to convince the reader that clothes are irrelevant to gender; Dennis notices a red jacket coming towards him ‘And then the red jacket turned into a man,’(The Boy in the Dress, p.196).This defies the contemporary Western ideology of gender binary through dress.
I found that many of the authors wanted to demonstrate the effects of socially constructed gender. In The Boy in the Dress, this meant that the protagonist felt alienated through his family’s masculine reinforcement. Both Walliams’s novel and Blacker’s Boy2Girl, highlight the discrimination towards the cross-dressing male, which illustrates an out of date notion of homosexuality being linked to dress. Twain aimed to deconstruct the gender binary by presenting a character that was not affected by gendered clothing, whilst Grahame used the act of cross-dressing to reinforce gender binaries. Humour was a trope in all of the novels which was a result of inadequate gender performance, however, this highlighted that gender is socially constructed and therefore, unnatural. Not only did Walliams attempt to deconstruct the notion of the gender binary and demonstrate how emotions are similarly gendered, he also encouraged his reader to believe that clothing is irrelevant to gender. The originality of Walliam’s novel arises from his exploration of feelings surrounding gender and gendered dress and how these restrict individual freedom and result in segregation.
Adams James Eli and Millar Andrew H, Sexualities in Victorian Britain (U.S.A: Indiana University Press, 1996)
Bolich, G.G, PhD. Today’s Transgender Realities: Crossdressing in Context (North Carolina: Psyche’s Press, 2007)
Fischer, Agneta, Gender and Emotion: Social Psychological Perspectives (Cambridge: Cambridge University Press, 2000)
Flanagan, Victoria, Into the Closet: Cross Dressing and the Gendered Body in Children’s Literature and Film (Oxfordshire: Routledge, 2011)
Grahame, Kenneth, The Wind in the Willows (London: HarperCollins Publisher, 1908)
Harrison, Kelby, Sexual Deceit: The Ethics of Passing (Plymouth: Lexington Books, 2013)
Nangeroni, Nancy, in Into the Closet: Cross Dressing and the Gendered Body in Children’s Literature and Film, ed. by Victoria Flanagan (Oxfordshire: Routledge, 2011)
Sedler, Victor J. in The New Politics of Masculinity: Men Power and Resistance ed. Fidelma Ashe (Oxon: Routledge, 2007)
Steen, Edwin B. and Price, James. H, Human Sex and Sexuality (London: Constable and Company, 1988)
Twain, Mark, Adventures of Huckleberry Finn (New York: Charles L. Webster and Company)
Walliams, David, The Boy in the Dress (London: Harper Collins, 2008)
 Nancy Nangeroni, in Into the Closet: Cross Dressing and the Gendered Body in Children’s Literature and Film , ed. by Victoria Flanagan (Oxfordshire: Routledge, 2011), p.258.  Davis Walliams, The Boy in the Dress (London: Harper Collins, 2008), p.11.  Victor J. Sedler in The New Politics of Masculinity: Men Power and Resistance ed. Fidelma Ashe (Oxon: Routledge, 2007), p.111.  Agneta Fischer, Gender and Emotion: Social Psychological Perspectives (Cambridge: Cambridge University Press, 2000), p.173.  G.G. Bolich, Ph.D. Today’s Transgender Realities: Crossdressing in Context (North Carolina: Psyche’s Press, 2007), p.271.  Kenneth Grahame, The Wind in the Willows (London: HarperCollins Publisher, 1908), p.79-80.  Victoria Flanagan, Into the Closet: Cross Dressing and the Gendered Body in Children’s Literature and Film (Oxfordshire: Routledge, 2011), p.143.  Mark Twain, Adventures of Huckleberry Finn (New York: Charles L. Webster and Company), para. 9 of Chapter 10.  Terence Blacker Boy2Girl (Oxford: Macmillan Children’s Books, 2004), p.44.  Edwin B. Steen and James H.Price, Human Sex and Sexuality (London: Costable and Company, 1988), p.297.  James Eli Adams and Andrew H. Millar, Sexualities in Victorian Britain (U.S.A: Indiana University Press, 1996), p.97.  Kelby Harrison, Sexual Deceit: The Ethics of Passing (Plymouth: Lexington Books, 2013), p.9.