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How to build a movement to confront climate change The climate crisis is not primarily a problem of ‘believing science’ or individual ‘carbon footprints’ – it is a class problem rooted in who owns, controls and profits from material production. As such, it will take a class struggle to solve. In this ground breaking class analysis, Matthew T. Huber argues that the carbon-intensive capitalist class must be confronted for producing climate change. Yet, the narrow and unpopular roots of climate politics in the professional class is not capable of building a movement up to this challenge. For an alternative strategy, he proposes climate politics that appeals to the vast majority of society: the working class. Huber evaluates the Green New Deal as a first attempt to channel working class material and ecological interests and advocates building union power in the very energy system we need to dramatically transform. In the end, as in classical socialist movements of the early 20th Century, winning the climate struggle will need to be internationalist based on a form of planetary working class solidarity.
This work looks at why many of America's schools are failing and relates how parents, activists, and education reformers are joining together to fix a system that works for adults but consistently fails the children it is meant to educate. In it the author takes a look at the adults who are fighting over America's failure to educate its children, and points the way to reversing that failure.
This study complements the burgeoning literature on South Korean economic development by considering it from the perspective of young female factory workers. In approaching development from this position, Kim explores the opportunity and exploitation that development has presented to female workers and humanizes the notion of the 'Korean economic miracle' by examining its impact on their lives. Kim looks at the conflicts and ambivalences of young women as they participate in the industrial work force and simultaneously grapple with defining their roles in respect to marriage and motherhood within conventional family structures. The book explores the women's individual and collective struggles to improve their positions and examines their links with other political forces within the labor movement. She analyses how female workers envision their place in society, how they cope with economic and social marginalisation in their daily lives, and how they develop strategies for a better future.
For those who want to build a fighting labor movement, there are many questions to answer. How to relate to the union establishment which often does not want to fight? Whether to work in the rank and file of unions or staff jobs? How much to prioritize broader class demands versus shop floor struggle? How to relate to foundation-funded worker centers and alternative union efforts? And most critically, how can we revive militancy and union power in the face of corporate power and a legal system set up against us? Class struggle unionism is the belief that our union struggle exists within a larger struggle between an exploiting billionaire class and the working class which actually produces the goods and services in society. Class struggle unionism looks at the employment transaction as inherently exploitative. While workers create all wealth in society, the outcome of the wage employment transaction is to separate workers from that wealth and create the billionaire class. From that simple proposition flows a powerful and radical form of unionism. Historically, class struggle unionists placed their workplace fights squarely within this larger fight between workers and the owning class. Viewing unionism in this way produces a particular type of unionism which both fights for broader class issues but is also rooted in workplace-based militancy. Drawing on years of labor activism and study of labor tradition Joe Burns outlines the key set of ideas common to class struggle unionism and shows how these ideas can create a more militant, democtractic and fighting labor movement.
Ever wondered what life is really like for today's teachers? Reasoning that it's either laugh or cry, this author does both while intoning a mantra of 'July, July, July' and praying for a minor heart attack in return for a foot in the door to early retirement. From fending off inspectors to dealing with the alarming rise in mental health issues and increasing alienation of young people, it's fair to say the job has never been more difficult. Written by an anonymous author working in a state secondary school, this uproariously funny, desperately necessary book takes us inside the classroom to see morale at rock-bottom and a system on its knees. Hilarious, heartbreaking and impassioned, Class War is about the importance of good schools and talented teachers at a time when they have never been more essential. Painting a heartfelt portrait of the profession and an education system where no one should be left behind but too many are, this book reveals there is laughter to be found even as a river of effluent is sluicing down the pipe.
Publisher Fact Sheet This engrossing book probes the motives & actions of all the players in the Conference of Studio Unions Strike in 1946, tracing the far-reaching consequences of this strike & the ensuing lockout to the subsequent fury of Red-baiting & the encroachment of organized crime in Hollywood.
Once again Pook comes up with another original formula for mirth and sheer reading pleasure which his fans enjoy so much. Schoolmaster Pook often illustrates his lessons by anecdotes from the War. His pupils like this too, but they like it even more when nostalgia so grips Pook that he seems to reminisce himself into the past before their very eyes. The boys and girls of Cudford Secondary School see Pook making love on the summit of the Great Pyramid of Egypt; being chased by German paratroops during the invasion of Crete; and finding himself blackmailed by a beautiful half-caste girl in Ceylon—not forgetting some remarkable experiences with Honners in Burma and on the Maldive Islands. Between these hilarious adventures, Pook takes a closer look at modern education, teachers and children, portraying aspects of school life of which the public is scarcely aware. Here is an opportunity to meet once more some of the memorable characters from former Pook Books, such as Commander Bray of the Navy, and Sergeant Canyon of the Royal Marines with whom Pook served during the War—and Dr Collins, his long-suffering Headmaster. Definitely a volume in the high tradition of humour Pook has established in recent years, and worthy to be added to the set which many readers are collecting, to savour many times over.
From world-renowned author Erich Segal comes a powerful and moving saga of five extraordinary members of the Harvard class of 1958 and the women with whom their lives are intertwined. Five lives, five love stories: Danny Rossi, the musical prodigy, risks it all for Harvard, even a break with his domineering father. Yet his real problems are too much fame too soon—and too many women. Ted Lambros spends his four years as a commuter, an outsider. He is obsessed by his desire to climb to the top of the Harvard academic ladder, heedless of what it will cost him in personal terms. Jason Gilbert, the Golden Boy—handsome, charismatic, a brilliant athlete—learns at Harvard that he cannot ignore his Jewish background. Only in tragedy will he find his true identity. George Keller, a refugee from Communist Hungary, comes to Harvard with the barest knowledge of English. But with ruthless determination, he masters not only the language but the power structure of his new country. Andrew Eliot is haunted by three centuries of Harvard ancestors who cast giant shadows on his confidence. It is not until the sad and startling events of the reunion that he learns his value as a man. Their explosive story begins in a time of innocence and spans a turbulent quarter century, culminating in their dramatic twenty-five year reunion at which they confront their classmates—and the balance sheet of their own lives. Always at the center; amid the passion, laughter, and glory, stands Harvard—the symbol of who they are and who they will be. They were a generation who made the rules—then broke them—whose glittering successes, heartfelt tragedies, and unbridled ambitions would stun the world. Praise for The Class “Erich Segal’s best.”—Pittsburgh Press “First class entertainment.”—Cosmopolitan “An absorbing page-turner.”—Publishers Weekly “A panoramic saga.”—Philadelphia Inquirer
The United States looks today much like it did in the late 19th to early 20th century. Open class conflict is disappearing, strikes are becoming rare, unions are declining, corporate power is growing, and work is insecure and contingent. When Workers Shot Back: Class Conflict from 1877 to 1921 explores one of the most tumultuous times in United States history. Self-organised workers recomposed their power by devising new strategies and tactics to disrupt the capitalist economy and extract concessions. Mine, railroad, steel, and iron workers pursued a strategy of tension that sometimes erupted into militant class conflict and general strikes in which workers took over and ran a number of cities. Turning common wisdom on its head, When Workers Shot Back argues that the escalation of working class conflict drives rather than reacts to the consolidation and reorganisation of capital and economic and political reform of the state. Studying the class composition of this period illustrates why workers escalated the intensity of their tactics, even using tactical violence, to extract concessions and reforms when all other efforts to do so were blocked, coopted or repressed.
In Class Dismissed, John Marsh debunks a myth cherished by journalists, politicians, and economists: that growing poverty and inequality in the United States can be solved through education. Using sophisticated analysis combined with personal experience in the classroom, Marsh not only shows that education has little impact on poverty and inequality, but that our mistaken beliefs actively shape the way we structure our schools and what we teach in them. Rather than focus attention on the hierarchy of jobs and power--where most jobs require relatively little education, and the poor enjoy very little political power--money is funneled into educational endeavors that ultimately do nothing to challenge established social structures, and in fact reinforce them. And when educational programs prove ineffective at reducing inequality, the ones whom these programs were intended to help end up blaming themselves. Marsh's struggle to grasp the connection between education, poverty, and inequality is both powerful and poignant.