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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.

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."

"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.

Liberating Economics draws on central concepts from women's studies scholarship to construct a feminist understanding of the economic roles of families, caring labor, motherhood, paid and unpaid labor, poverty, the feminization of labor, and the consequences of globalization. Barker and Feiner consistently recognize the importance of social location -- gender, race, class, sexual identity, and nationality -- in economic processes shaping the home, paid employment, market relations, and the global economy. Throughout they connect women's economic status in the industrialized nations to the economic circumstances surrounding women in the global South.

Rooted in the two disciplines, this book draws on the rich tradition of interdisciplinary work in feminist social science scholarship to construct a parallel between the notions that the "personal is political" and "the personal is economic."

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.

Literary Modernism and the Transformation of Work probes the relationship between the aesthetic structures of modernism and its political and philosophical shape. James F. Knapp explores modernism's engagement with and reaction to the theories and discourse of scientific management that were reshaping the workplace in the early twentieth century, and in so doing, he traces "the ways in which a socially dominant discourse of knowledge is reproduced—and challenged—through a series of texts that range from the marginal to the most fully canonized."