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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.

Based on actual events from 1989 in International Falls, Minnesota, Riot tells the story of sixth-grader Bryan, whose family becomes stressed when nonunion labor “rats” are hired by the local paper mill, leaving his father, a union worker, angry and out of a job. Tension erupts into daily fights at school and nightly acts of vandalism with no solution in sight. Already torn between his parents’ opposing viewpoints on how to handle the escalating situation, Bryan’s growing feelings for the daughter of a nonunion worker only complicate matters.

Bryan tries to understand the turmoil affecting his home and his town, but it is becomes harder and harder to separate his friends from his enemies. And when he witnesses a violent act that implicates his father, he must wrestle with family loyalty and telling the truth.

In The Ashio Riot of 1907, Nimura Kazuo explains why the workers at the Ashio copper mine—Japan’s largest mining concern and one of the largest such operations in the world—joined together for three days of rioting against the Furukawa Company in February 1907. Exploring an event in labor history unprecedented in the Japan of that time, Nimura uses this riot as a launching point to analyze the social, economic, and political structure of early industrial Japan. As such, The Ashio Riot of 1907 functions as a powerful critique of Japanese scholarly approaches to labor economics and social history.
Arguing against the spontaneous resistance theory that has long dominated Japanese social history accounts, Nimura traces the laborers’ unrest prior to the riots as well as the development of the event itself. Drawing from such varied sources as governmental records, media reports, and secret legal documents relating to the riot, Nimura discusses the active role of the metal mining workers’ trade organization and the stance taken by mine labor bosses. He examines how technological development transformed labor-management relations and details the common characteristics of the laborers who were involved in the riot movement. In the course of this historical analysis, Nimura takes on some of the most influential critical perspectives on Japanese social and labor history. This translation of Nimura’s prize-winning study—originally published in Japan—contains a preface by Andrew Gordon and an introduction and prologue written especially for this edition.

The Great Industrial War, a comprehensive assessment of how class has been interpreted by the media in American history, documents the rise and fall of a frightening concept: industrial war. Moving beyond the standard account of labor conflict as struggles between workers and management, Troy Rondinone asks why Americans viewed big strikes as "battles" in "irrepressible conflict" between the armies of capital and laborùa terrifying clash between workers, strikebreakers, police, and soldiers.

Examining how the mainstream press along with the writings of a select group of influential reformers and politicians framed strike news, Rondinone argues that the Civil War, coming on the cusp of a revolution in industrial productivity, offered a gruesome, indelible model for national conflict. He follows the heated discourse on class war through the nineteenth century until its general dissipation in the mid-twentieth century. Incorporating labor history, cultural studies, linguistic anthropology, and sociology, The Great Industrial War explores the influence of historical experience on popular perceptions of social order and class conflict and provides a reinterpretation of the origins and meaning of the Taft-Hartley Act and the industrial relations regime it supported.

Wisconsin’s workers and their leaders have always been in the vanguard of those concerned with social justice, fair labor practices, humane working conditions, and political equality. Professor Ozanne’s book, based upon years of research in newspapers, manuscripts, and the archives of both labor and management, provides a broad overview of an important chapter in Wisconsin history.

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.