Between 1775 and 1930 Anglo-American and Australian worker politics were centred on the belief that working people endured economic inequality through the unfair social division of wealth. Regardless of political affiliation, contemporary working-class radicals saw the solution to what was variously described as ‘the labour problem’, ‘the economic problem’, or ‘the social problem’ as the return of most or all of a nation’s wealth from those who had accumulated it to those that had originally produced it—a perspective described by North American historians as producerism. Following sections on precursors in British and American sources, the study looks at producerism at two important junctures in the political and economic history of New South Wales: the 1840s, and the period 1890-1930. Both were times of severe or fluctuating economic conditions and political mobilisation. The first period witnessed a middle-class challenge for control of the state. It utilised a constitutional radicalism that enlisted the working classes through cautious use of producerist argument. These producerist references tended to be oblique and muted but nevertheless offer proof of its existence in the colony. The second was one of direct working-class challenge for state power, where producerism’s presence as the guiding force of worker politics was more obvious. Beginning in the depression of the 1890s it looks at how the radical literature associated with Australian socialism, syndicalism and labourism built cases for economic and social justice on producerist foundations. In this way it underlined worker politics until a precipitous post-1930 decline. / Doctor of Philosophy (PhD)

Thesis (Ph. D. in Sociology)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

"Scenes of Reading: Forgotten Antebellum Readers, Self-Representation, and the Transatlantic Reprint Industry" argues that African-American and white working-class people participated in transatlantic antebellum literary culture in a far more central and sophisticated manner than has been assumed. Employing "scenes" of reading--self-representations of what, where, how, and why African Americans and the white working classes read--as primary texts, this dissertation asserts that these groups, in differing degrees and under distinct circumstances, were able to learn to read, to appropriate reading materials from mainstream literary culture, and, most importantly, to transform their acts of reading into acts of politicized self-representation. Their literary practice was possible because of the transatlantic reprint industry that flourished during the antebellum era resulting from the lack of a copyright agreement between Britain and America. This meant that in both nations, texts from across the Atlantic could be reprinted and sold more cheaply than domestic texts, making novels, poetry, and non-fiction available to wider readerships. Reprinted texts in multiple inexpensive formats were ubiquitous, allowing even marginalized readers to encounter them in the context of everyday life. More importantly, reprinted texts legally belonged to no one, meaning that they could be appropriated by anyone, including black and working-class groups whose political values threatened to undermine accepted social hierarchies. With no permission or payment required for reprinting, reprints were easily grafted into new ideological contexts, meaning that black and working-class newspapers had access to free literary content that they could employ toward counter-hegemonical self-representations. The practices and implications of reprinting enabled free blacks, slaves, and white workers to participate in mainstream literary culture subversively through "underground literacy": set of literary practices that were counter-cultural yet also dependent upon the apparatus of mainstream print culture in order to carry out subversive aims. Reading reprinted texts and assimilating them into the context of their everyday lives, African Americans and the white working classes in America and Britain formed similar strategies for practicing literacy beneath the surface of a transatlantic print culture. This dissertation examines scenes of reading that exemplify these underground reading strategies and represent the literacy of these groups. / McAnulty College and Graduate School of Liberal Arts; / English / PhD; / Dissertation;

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Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 581-604). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Nevada, Reno, 2008. / "May, 2009." Includes bibliographical references (leaves 195-212). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 228 pages. Includes vita. Includes bibliographical references.

Thesis (Ph. D.)--ha-Universiṭah ha-ʻIvrit bi-Yerushalayim, Jerusalem, 1980. / Abstract in English. Title on added t.p.: The status of the labourer and the relationship between employers and employees in the Talmudic and Midrashic literature. Errata slip inserted. Includes bibliographical references (leaves 197-208).

"This report was originally submitted as a thesis at the University of British Columbia ..." Thesis at University of British Columbia on planning future mining communities that would depend for their existence solely on the exploitation of mineral deposits. / Includes bibliographical references (p. 92-106).

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