front cover of The Fragile Bridge
The Fragile Bridge
Paterson Silk Strike, 1913
Steve Golin
Temple University Press, 1992
"The book ranks with the finest products of the new labor history.... A significant contribution to debates over the role of ethnicity, gender, and skill in American labor history, it also enhances our understanding of American intellectual life in the early twentieth century." --Journal of Economic History In this full-length study of the 1913 Paterson silk strike, Steve Golin examines the creative collaboration between the silk workers, organizers from the Industrial Workers of the World, and Greenwich Village intellectuals. Although the strike was defeated, this alliance could become a model for the American left because it suggests the possibilities of connecting economic, political, and cultural struggles. Combining perspectives from labor history, social history, and intellectual history Golin argues that while the silk workers began the 1913 strike and controlled it themselves, the IWW helped them create institutions that supported the strike and reinforced its radically democratic character. The deadlock in Paterson dictated the need for a "bridge" to New York that was facilitated by a growing mutual trust between the Wobblies and intellectuals from Greenwich Village. At the height of the struggle, the IWW and the Village radicals joined the workers in presenting a powerful strike pageant in Madison Square Garden. The story of the 1913 silk strike is important because it challenges long-held conservative assumptions about labor history, including the elitist role of skilled workers, the bureaucratic function of union organization, and the irrelevance of intellectuals. Although the strikers were ultimately defeated, the strike's failure had more damaging consequences for the IWW and the intellectuals than for the workers themselves and Golin views this loss as a major turning point for the American left. "Golin offers a major reinterpretation of the Paterson strike as a turning point in the history of American radical culture.... More than other labor historians, Golin approaches his subject from a cultural and intellectual perspective." --The Journal of American History "Golin has provided us with a pioneering work that demands a fundamental reinterpretation of the Paterson strike, one that finally accords the workers themselves the historical recognition that their extraordinary effort so richly deserves." --Labor History "Steve Golin presents an enthusiastic, politically engaged analysis of the strike. His beautifully written study demonstrates how a detailed narrative of a limited historical episode can throw a spotlight on broader issues in the history of American workers...a significant contribution to labor history." --Union Labor News "[Golin] makes his case with rich details that bring the whole dramatic series of events to life." --Labour/Le Travail "[Golin] has restored the 'fragile bridge' of the Paterson strike that fused at and class consciousness, and he has constructed new bridges between the scholarly domains of social and cultural history and between the 'moment' of 1913, so filled with revolutionary promise, and our own time." --International Review of Social History "An excellent book.... Golin's exciting, moving, informative book reminds us that social history is something not only to be written and read, but to be made." --Zeta Magazine
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front cover of A New Jersey Anthology
A New Jersey Anthology
Lurie, Maxine N
Rutgers University Press, 2010
This anthology contains seventeen essays covering eighteenth-century agrarian unrest, the Revolutionary War, politics in the Jackson era, feminism and the women's movements, slavery from the seventeenth to the nineteenth centuries, strikes and labor struggles, land use and regional planning issues, Blacks in Newark, the current political state of New Jersey, and more. The contributors are Michal R. Belknap, Lynn W. Dorsett, Gregory Evans Dowd, Charles E. Funnell, Steve Golin, Maxine N. Lurie, Richard P. McCormick, Gary Mitchell, Simeon F. Moss, Marie Marmo Mullaney, Mary R. Murrin, Gerald M. Pomper, Clement A. Price, Thomas L. Purvis, Daniel Schaffer, Warren E. Stickle III, Maurice Tandler.
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front cover of The Newark Teacher Strikes
The Newark Teacher Strikes
Hopes on the Line
Golin, Steve
Rutgers University Press, 2002

Winner of the Richard P. McCormick 2003 Prize for Scholarly Publication, given by the New Jersey Historical Commission

For three weeks in 1970 and for eleven weeks in 1971, the schools in Newark, New Jersey, were paralyzed as the teachers went on strike. In the wake of the 1971 strike, almost two hundred were arrested and jailed. The Newark Teachers Union said their members wanted improved education for students. The Board of Education claimed the teachers primarily desired more money. After interviewing more than fifty teachers who were on the front lines during these strikes, historian Steve Golin concludes that another, equally important agenda was on the table, and has been ignored until now. These professionals wanted power, to be allowed a voice in the educational agenda.

Through these oral histories, Golin examines the hopes of the teachers as they picketed, risking arrest and imprisonment. Why did they strike? How did the union represent them? How did their action—and incarceration—change them? Did they continue to teach in impoverished schools? Golin also discusses the tensions arising during that period. These include differences in attitudes toward unions among black, Jewish, and Italian teachers; different organizing strategies of men and women; and conflict between teachers’ professional and working-class identities.

The first part of the book sets the stage by exploring the experience of teachers in Newark from World War II to the 1970 strike. After covering both strikes, Golin brings the story up to 1995 in the epilogue, which traces the connection between educational reform and union democracy. Teacher Power enhances our understanding of what has worked and what hasn’t worked in attempts at reforming urban schools. Equally importantly, the teachers’ vivid words and the author’s perceptive analysis enables us to view the struggles of not just Newark, but the entire United States during a turbulent time.

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