front cover of The Half-Life of Deindustrialization
The Half-Life of Deindustrialization
Working-Class Writing about Economic Restructuring
Sherry Lee Linkon
University of Michigan Press, 2018
Starting in the late 1970s, tens of thousands of American industrial workers lost jobs in factories and mines. Deindustrialization had dramatic effects on those workers and their communities, but its longterm effects continue to ripple through working-class culture. Economic restructuring changed the experience of work, disrupted people’s sense of self, reshaped local landscapes, and redefined community identities and expectations. Through it all, working-class writers have told stories that reflect the importance of memory and the struggle to imagine a different future. These stories make clear that the social costs of deindustrialization affect not only those who lost their jobs but also their children, their communities, and American culture.

Through analysis of poetry, fiction, creative nonfiction, film, and drama, The Half-Life of Deindustrialization shows why people and communities cannot simply “get over” the losses of economic restructuring. The past provides inspiration and strength for working-class people, even as the contrast between past and present highlights what has been lost in the service economy. The memory of productive labor and stable, proud working-class communities shapes how people respond to contemporary economic, social, and political issues. These stories can help us understand the resentment, frustration, pride, and persistence of the American working class.
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front cover of Teaching Working Class
Teaching Working Class
Sherry Lee Linkon
University of Massachusetts Press, 1999
Since the 1970s, working-class individuals have made up an increasing proportion of students enrolled in institutions of higher education. At the same time, working-class studies has emerged as a new academic discipline, updating a long tradition of scholarship on labor history and proletarian literature to include discussions of working-class culture, intersections of class with race and ethnicity, and studies of the representation of the working class in popular culture. These developments have generated new ideas about teaching that incorporate both a sensitivity to the working-class roots of many students and the inclusion of course content informed by an awareness of class culture. This volume brings together nineteen essays that offer innovative approaches to a class-conscious pedagogy. Although the contributors represent several fields—including English, history, labor studies, literature, speech communication, and American studies—they are united by the conviction that class matters in all kinds of courses. Their essays provide models for interdisciplinary teaching as well as guidance, encouragement, and insight for those wishing to incorporate class into their courses.
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