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Where Leisure Became Labor and the Parlor Became a Stage for American Middle-Class Identity.

The changing styles of middle-class home entertainments, Melanie Dawson argues, point to evolving ideas of class identity in U.S. culture. Drawing from 19th- and early-20th-century fiction, guidebooks on leisure, newspaper columns, and a polemical examination of class structures, Laboring to Play interrogates the ways that leisure performances (such as parlor games, charades, home dramas, and tableaux vivants) encouraged participants to test out the boundaries that were beginning to define middle-class lifestyles. 

From 19th-century parlor games involving grotesque physical contortions to early-20th-century recitations of an idealized past, leisure employments mediated between domestic and public spheres, individuals and class-based affiliations, and ideals of egalitarian social life and visible hierarchies based on privilege. Negotiating these paradigms, home entertainments provided their participants with unique ways of performing displays of individual ambitions within a world of polite social interaction. 

Laboring to Play deals with subjects as wide ranging as social performances, social history (etiquette and gentility), literary history, representations of childhood, and the history of the book.

This book offers a series of probing reflections on issues at the heart of recent debates in philosophy, literary theory, and intellectual history. In ten powerfully articulated essays, Richard Wolin calls into question the implied radicalism of the so-called postmodern turn, exposes the unstated agenda of neoconservative cultural theory, and provides a major reinterpretation of Walter Benjamin’s place in contemporary cultural studies. 

At the center of the book lie the peculiar and troubling affinities between two groups of cultural critics usually seen as antithetical: the radical conservative thinkers of Germany’s Weimar Republic and the French poststructuralists who came to the prominence in the aftermath of the May 1968 uprising. 

Wolin concludes the volume with a cogent reappraisal of “antihumanism” as a leitmotif of postwar French intellectual culture, along with a reassessment of the “de Man affair” and its implications for the poststructuralist interpretation of fascism. 

Rooting her account in John Dewey’s ideas, Goddard moves from early nineteenth century supporters of the union of learning and labor to the interconnected histories of CMTS, New Jersey’s Manual Training and Industrial School for Colored Youth, North Dakota’s Normal and Industrial School, and related programs elsewhere. Goddard analyzes the work of movement figures like abolitionist Theodore Weld, educators Calvin Woodward and Booker T. Washington, social critic W.E.B. Du Bois, Dewey himself, and his influential Chicago colleague Ella Flagg Young. The book contrasts ideas about manual training held by advocate Nicholas Murray Butler with those of opponent William Torrey Harris and considers overlooked connections between industrial education and the Arts and Crafts Movement.

An absorbing merger of history and storytelling, Learning for Work looks at the people who shaped industrial education while offering a provocative vision of realizing its potential today.

The definitive history of how Latin American studies became a major field in American scholarship.

Looking South: The Evolution of Latin Americanist Scholarship in the United States, 1850-1975 is the first comprehensive history of the development of Latin American studies as a field of academic inquiry in the United States. In this ambitious and insightful work, historian Helen Delpar traces more than a century of intellectual engagement with Latin America, revealing how generations of historians, anthropologists, geographers, economists, sociologists, and political scientists shaped American understandings of the region and transformed Latin American studies into a recognized academic discipline.

A central contribution of the book lies in its exploration of the relationship between scholarship and historical context. Delpar demonstrates that academic interest in Latin America was never isolated from larger political, economic, and cultural developments in the United States. The expansion of hemispheric trade, the Good Neighbor era, World War II, the Cold War, and the Cuban Revolution all influenced how American scholars approached the region and what questions they considered important. By examining these intersections, she reveals how academic knowledge is shaped by changing national priorities, international events, and institutional support networks.

Beyond its contributions to Latin American history, Looking South is a major work of intellectual and academic history. It offers a compelling account of how scholarly fields are created, how academic communities develop, and how knowledge about world regions is produced, organized, and disseminated. Delpar's careful attention to both individual scholars and larger institutional structures makes the book an essential resource for understanding the history of area studies, the social sciences, and higher education in the United States.

Looking South remains an indispensable guide to the origins and evolution of Latin Americanist scholarship. It is essential reading for historians, Latin Americanists, anthropologists, political scientists, educators, and anyone interested in the intellectual history of the Americas and the development of knowledge across national and cultural boundaries.

What is the value of memory in human culture? More specifically, what role should remembering—and forgetting—play in our daily lives? These are the central questions that David Gross addresses in this original and thought-provoking book. 

For centuries, Gross points out, remembering was considered essential not only to the perpetuation of society but to the maintenance of individual existence. Survival often depended on the memory of how to perform specific tasks, what values to honor, and what personal or collective identity to assume. Remembering, in short, put one in touch with the things that mattered, engendering wholeness and wisdom. Forgetting, on the other hand, led to emptiness, ignorance, and death. 

With the advent of modernity, however, doubts about the value of memory grew while the negative implications of forgetting were reevaluated. In many quarters, forgetting came to be defended for the way it frees us from the past, opening the door to new perceptions, new possibilities, and new beginnings. 

Now, in late modernity, Gross argues, we find ourselves in an unprecedented situation. For the first time in history, we are able to decide, without the pressure of social or cultural constraints, whether we want to remember or forget and to live our lives accordingly. But which is the better choice? Should we build our lives upon the meanings and values of a faded past? If so, what ought we to remember, and for what purpose? Or should we instead opt to forget what has come before and focus our attention on the present and future, thereby perpetually reinventing ourselves and the world we inhabit? According to Gross, our answers to these questions will determine not only who we are but what we will become as we pass from late modernity into the terra incognita of the “postmodern” age.