Jacquelyn Dowd Hall, James Leloudis, Robert Rodgers Korstad, Mary Murphy, Lu Ann Jones, and Christopher B. Daly
Winner of the 1988 Albert J. Beveridge Award, American Historical Association; Co-winner of the 1988 Merle Curti Award in American Social History, Organization of American Historians; Honorable Mention, 1988 John Hope Franklin Publication Prize, American Studies Association; Winner of the 1988 Philip Taft Labor History Award; Winner of the 1988 History Book Award, Merit Award of Recognition, North Carolina Society of Historians.
Since its original publication in 1987, Like a Family has become a classic in the study of American labor history. Basing their research on a series of extraordinary interviews, letters, and articles from the trade press, the authors uncover the voices and experiences of workers in the Southern cotton mill industry during the 1920s and 1930s. Now with a new afterword, this edition stands as an invaluable contribution to American social history.
“The genius of Like a Family lies in its effortless integration of the history of the family–particularly women–into the history of the cotton-mill world.” — Ira Berlin, New York Times Book Review
“Like a Family is history, folklore, and storytelling all rolled into one. It is a living, revelatory chronicle of life rarely observed by the academe. A powerhouse.” — Studs Terkel
“Here is labor history in intensely human terms. Neither great impersonal forces nor deadening statistics are allowed to get in the way of people. If students of the New South want both the dimensions and the feel of life and labor in the textile industry, this book will be immensely satisfying.” — Choice
Schooling the New South combines social and political history, gender studies, and African American history into a story of educational reform. James Leloudis recreates North Carolina’s classrooms as they existed at the turn of the century and explores the wide-ranging social and psychological implications of the transition from old-fashioned common schools to modern graded schools. He argues that this critical change in methods of instruction both reflected and guided the transformation of the American South. According to Leloudis, architects of the New South embraced the public school as an institution capable of remodeling their world according to the principles of free labor and market exchange. By altering habits of learning, they hoped to instill in students a vision of life that valued individual ambition and enterprise above the familiar relations of family, church, and community. Their efforts eventually created both a social and a pedagogical revolution, says Leloudis. Public schools became what they are today–the primary institution responsible for the socialization of children and therefore the principal battleground for society’s conflicts over race, class, and gender.
Winner of the 1996 Mayflower Cup for Nonfiction, Society of Mayflower Descendants in the State of North Carolina
“What makes Schooling the New South such an important work is its account of how schools developed into centers of social transformation. . . . This valuable piece of scholarship proves that reform is a never-ending cycle. If not built upon, one generation’s reform can be another generation’s problem.” — The Historian
“A fascinating history of the intellectual development, ambitions, and efforts of a group of educational reformers.” — Australasian Journal of American Studies
“Schooling the New South may be the best work yet in revealing the complexities of the transformation between 1880 and 1920 from one-room common schools to the modern graded school system.” — Southern Cultures
“Enlightening, thought-provoking, and a pleasure to read.” — Journal of Appalachian Studies
“An exemplary piece of scholarship. With graceful prose and deft analysis James Leloudis has succeeded in moving educational history (long considered a stepchild of the discipline) from the periphery to the center of studies of social change.” — Journal of Southern History
“Leloudis’s work is particularly effective in showing how the middle class used education as a means to establish a new social arrangement in North Carolina.” — Educational Studies