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In 1946 Juan Perón launched a populist challenge to the United States, recruiting an army of labor activists to serve as worker attachés at every Argentine embassy. By 1955, over five hundred would serve, representing the largest presence of blue-collar workers in the foreign service of any country in history. A meatpacking union leader taught striking workers in Chicago about rising salaries under Perón. A railroad motorist joined the revolution in Bolivia. A baker showed Soviet workers the daily caloric intake of their Argentine counterparts. As Ambassadors of the Working Class shows, the attachés' struggle against US diplomats in Latin America turned the region into a Cold War battlefield for the hearts of the working classes. In this context, Ernesto Semán reveals, for example, how the attachés' brand of transnational populism offered Fidel Castro and Che Guevara their last chance at mass politics before their embrace of revolutionary violence. Fiercely opposed by Washington, the attachés’ project foundered, but not before US policymakers used their opposition to Peronism to rehearse arguments against the New Deal's legacies.

Choice Outstanding Academic Title, 2019

George Freedley Memorial Award Finalist, 2020

Between the world wars, several labor colleges sprouted up across the U.S. These schools, funded by unions, sought to provide members with adult education while also indoctrinating them into the cause. As Mary McAvoy reveals, a big part of that learning experience centered on the schools’ drama programs. For the first time, Rehearsing Revolutions shows how these left-leaning drama programs prepared American workers for the “on-the-ground” activism emerging across the country. In fact, McAvoy argues, these amateur stages served as training grounds for radical social activism in early twentieth-century America.

Using a wealth of previously unpublished material such as director’s reports, course materials, playscripts, and reviews, McAvoy traces the programs’ evolution from experimental teaching tool to radically politicized training that inspired overt—even militant—labor activism by the late 1930s. All the while, she keeps an eye on larger trends in public life, connecting interwar labor drama to post-war arts-based activism in response to McCarthyism, the Cold War, and the Civil Rights movement. Ultimately, McAvoy asks: What did labor drama do for the workers’ colleges and why did they pursue it? She finds her answer through several different case studies in places like the Portland Labor College and the Highlander Folk School in Tennessee.

Young people often work in some of the lowest-paying, lowest-status jobs there are -- in dead end jobs or "McJobs" in retail, food, and entertainment service sectors. They have lower wages, fewer benefits, less job security, and are less likely to be unionized than any other age group in the workforce. Employers of young workers, by contrast, frequently rank among the world's most powerful corporations. Despite their importance to the service economy, young workers are often ignored or stereotyped by researchers, policymakers, and  trade unions.

This interview-based study of 95 young unionized fast-food and grocery workers in two cities in the U.S. and Canada presents a detailed account of their experiences in their workplaces and in their unions. These young workers vividly describe their daily tasks of frying, serving, bagging, stocking, and cleaning up, and the pressures from management and customers that surround these tasks. Management control tactics they encounter include video surveillance, drug testing, and monitoring of worker service scripts by mystery shoppers. The workers also document the hazards -- muscle injuries, burns, and robberies -- and the responsibilities of their jobs, including the emotional labor of customer relations.

The book suggests that young service sector workers have a distinct workforce identity as "stopgap workers." Society, employers, and even some unions often dismiss young workers as not being "real" workers, since these youths are seen as being in transition between school and "adult" career forms of employment. The collective activism of unions may offer hope not just for improving service sector work, but for educating young workers and providing them with a voice in shaping their own temporary work conditions.