Celebrating more than forty years of creative writing by Chicana author Margarita Cota-Cárdenas, this volume includes critical essays, reflections, interviews, and previously unpublished writing by the author herself to document the lifelong craft and legacy of a pioneering writer in the field.

Nicknamed “La Plonky” by her family after a made-up childhood song, Cota-Cárdenas grew up in California, taught almost exclusively in Arizona, and produced five major works (two novels and three books of poetry) that offer an expansive literary production spanning from the 1960s to today. Her perspectives on Chicana identity, the Chicanx movement, and the sociopolitical climate of Arizona and the larger U.S.-Mexico border region represent a significant contribution to the larger body of Chicanx literature. Additionally, the volume explores her perspectives on issues of gender, sexuality, and identity related to the Chicanx experience over time.

Divided into three major parts, this collection begins with an introduction, followed by two testimonial essays written by the author herself and a longtime colleague, as well as an interview with the author. The second section contains nine essays by well-established literary critics that analyze Cota-Cárdenas’s literary output within a Chicano Movement literary context and offer new readings of Cota-Cárdenas’s fiction and poetry. The third part presents poetry and fiction from Cota-Cárdenas, including an excerpt from a work in progress. As a whole, the collection aims to affirm Margarita Cota-Cárdenas’s significant role in shaping the field of Chicana literature and emphasizes the importance of honoring a celebrated author who wrote a majority of her works in Spanish—one of the few Chicana writers to do so.

Contributors
Laura Elena Belmonte
Margarita Cota-Cárdenas
José R. Flores
Vanessa Fonseca-Chávez
Carolyn González
Gabriella Gutiérrez y Muhs
Manuel M. Martín-Rodríguez
Kirsten F. Nigro
Margarita E. Pignataro
Tey Diana Rebolledo
Jesús Rosales
Charles St-Georges
Javier Villarreal

In Labor of Fire, Bruno Gullì offers a timely and much needed re-examination of the concept of labor. Distinguishing between "productive labor" (working for money or subsistence) and "living labor" (working for artistic creation), Gullì convincingly argues for a definition of work that recognizes the importance of artistic and social creativity to our definition of labor and the self.

Gullì lays the groundwork for his book by offering a critique of productive labor, and then maps out his productive/living labor distinction in detail, reviewing the work of Marx and others.

Oral histories of many of the last generation of Lowell, MA, textile mill workers preceded by two introductory sections. The first presents the historic setting of economic development and subsequent decline of the textile industry in Lowell. The second is a brief explanation of the production process wherin the last generation of mill workers expended so many of their skills and so much of their energy.

In recent decades, Oliver Wendell Holmes has been praised as "the only great American legal thinker" and "the most illustrious figure in the history of American law." But in Albert Alschuler's critique of both Justice Holmes and contemporary legal scholarship, a darker portrait is painted—that of a man who, among other things, espoused Social Darwinism, favored eugenics, and, as he himself acknowledged, came "devilish near to believing that might makes right."

Knowledge work is now the reigning business paradigm and affects even the world of higher education. But what perspective can the knowledge of the humanities and arts contribute to a world of knowledge work whose primary mission is business? And what is the role of information technology as both the servant of the knowledge economy and the medium of a new technological cool? In The Laws of Cool, Alan Liu reflects on these questions as he considers the emergence of new information technologies and their profound influence on the forms and practices of knowledge.

"Grubb's powerful vision of a workforce development system connected by vertical ladders for upward mobility adds an important new dimension to our continued efforts at system reform. The unfortunate reality is that neither our first-chance education system nor our second-chance job training system have succeeded in creating clear pathways out of poverty for many of our citizens. Grubb's message deserves a serious hearing by policy makers and practitioners alike." —Evelyn Ganzglass, National Governors' Association Over the past three decades, job training programs have proliferated in response to mounting problems of unemployment, poverty, and expanding welfare rolls. These programs and the institutions that administer them have grown to a number and complexity that make it increasingly difficult for policymakers to interpret their effectiveness. Learning to Work offers a comprehensive assessment of efforts to move individuals into the workforce, and explains why their success has been limited. Learning to Work offers a complete history of job training in the United States, beginning with the Department of Labor's manpower development programs in the1960s and detailing the expansion of services through the Comprehensive Employment and Training Act in the 1970s and the Job Training Partnership Act in the 1980s.Other programs have sprung from the welfare system or were designed to meet the needs of various state and corporate development initiatives. The result is a complex mosaic of welfare-to-work, second-chance training, and experimental programs, all with their own goals, methodology, institutional administration, and funding. Learning to Work examines the findings of the most recent and sophisticated job training evaluations and what they reveal for each type of program. Which agendas prove most effective? Do their effects last over time? How well do programs benefit various populations, from welfare recipients to youths to displaced employees in need of retraining? The results are not encouraging. Many programs increase employment and reduce welfare dependence, but by meager increments, and the results are often temporary. On average most programs boosted earnings by only $200 to $500 per year, and even these small effects tended to decay after four or five years.Overall, job training programs moved very few individuals permanently off welfare, and provided no entry into a middle-class occupation or income. Learning to Work provides possible explanations for these poor results, citing the limited scope of individual programs, their lack of linkages to other programs or job-related opportunities, the absence of academic content or solid instructional methods, and their vulnerability to local political interference. Author Norton Grubb traces the root of these problems to the inherent separation of job training programs from the more successful educational system. He proposes consolidating the two domains into a clearly defined hierarchy of programs that combine school- and work-based instruction and employ proven methods of student-centered, project-based teaching. By linking programs tailored to every level of need and replacing short-term job training with long-term education, a system could be created to enable individuals to achieve increasing levels of economic success. The problems that job training programs address are too serious too ignore. Learning to Work tells us what's wrong with job training today, and offers a practical vision for reform.

President of the Archaeological Institute of America, professor at the University of Michigan from 1889 to 1927, and president of the American Philological Association, Francis Kelsey was crucially involved in the founding or growth of major educational institutions. He came to maturity in a period of great technological change in communications, transportation, and manufacturing. Kelsey took full advantage of such innovations in his ceaseless drive to promote education for all, to further the expansion of knowledge, and to champion the benefits of the study of antiquity.

A vigorous traveler around the United States, Europe, and the Mediterranean, Kelsey strongly believed in the value of personally viewing sites ancient and modern and collecting artifacts that could be used by the new museums and universities that were springing up in the United States. This collecting habit put him in touch with major financiers of the day, including Charles Freer, Andrew Carnegie, and J. P. Morgan, as he sought their help for important projects.

Drawing heavily on Kelsey's daily diaries now held at the University of Michigan's Bentley Historical Library, John Griffiths Pedley gives us a biography that records the wide-ranging activities of a gifted and energetic scholar whose achievements mirrored the creative and contributive innovations of his contemporary Americans.

George Sylvester Morris was a man whose “rare personality stamped itself” upon the University of Michigan, according to author R. M. Wenley. This book is a biography of the nineteenth-century philosopher, from his early years in New England, through his professorship at the University of Michigan, to his early death in 1889. Also included in this book is a bibliography of Morris’s writings.

Between 1880 and 1922, the coal fields of southern West Virginia witnessed two bloody and protracted strikes, the formation of two competing unions, and the largest armed conflict in American labor history—a week-long battle between 20,000 coal miners and 5,000 state police, deputy sheriffs, and mine guards. These events resulted in an untold number of deaths, indictments of over 550 coal miners for insurrection and treason, and four declarations of martial law. Corbin argues that these violent events were collective and militant acts of aggression interconnected and conditioned by decades of oppression. His study goes a long way toward breaking down the old stereotypes of Appalachian and coal mining culture. This second edition contains a new preface and afterword by author David A. Corbin.

With this collection of essays, the literary record of one of the first and most important men of letters from the South is finally reevaluated from the critical perspective time provides.

William Gilmore Simms (1806-1870) was a poet, critic, novelist, and correspondent whose accomplishment has long been overshadowed by the events of history. As a leading writer and advocate of the antebellum south, Simms suffered from the mercurial judgments of the established publishing and literary circles of the North. Since his death he has slipped into relative obscurity with the inability or unwillingness of most of his critics to separate Simms’s artistic achievements from what have been perceived as flaws in his character.

Together witht he collected letters of Simms—coedited by T.C. Duncan Eaves, to whose memory this book is dedicated—the essays included in Long Years of Neglect can now begin to rectify the damage done over time to the reputation of Simms and his writing, to supersede the options of the past with scholarly and critical appraisal of the work itself, and to offer fresh insight into William Gilmore Simms as a significant and intriguing figure in early American letters.

As editor Guilds speculates in his introduction, “It is conceivable that replacing myth with fact will become fashionable in Simms scholarship, and, even more important, that reading the works—instead of reading the reasons they should be avoided—will become standard practice for  Simms as it is for other authors of his stamp.” It was the aim of this book to initiate the realization of that goal.