Notes 335 Bibliography 387 Index 413

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CONTENTS PREFACE IX ONE: THE AMBIGUOUS LEGACY 3 The Crisis of Classical Marxism 6 The Crisis in Italy 20 Italian Revolutionary Syndicalism 22 TWO: THE FIRST REVOLUTIONARY SOCIALIST HERESY 32 The Evolution of Syndicalism 32 Syndicalism and the Nature of Man 34 Syndicalism and Social Psychology 37 Syndicalism and the Social and Political Function of Myth 43 Elitism 50 Syndicalism and Industrial Development 58 THREE: THE FIRST NATIONAL SOCIALISM 64 Revolutionary Syndicalism: Marxism and the Problems of National Interests 64 Syndicalism and Proletarian Nationalism 71 Revolutionary Syndicalism, War, and Moral Philosophy 73 Syndicalism, Nationalism, and Economic Development 83 National Syndicalism and Lenin's Bolshevism 91 FOUR: THE PROGRAM OF FASCISM 96 The Fascism of San Sepolcro 101 Syndicalism, Nationalism, and Fascism 103 FascismandIdeology 112 Fascism and Bolshevism 121 FIVE: THE POLITICAL ECONOMY OF FASCISM 127 Alfredo Rocco, Nationalism, and the Economic Policy of Fascism 133 Economic Policy from 1922 until the Great Depression 140 Fascist Economic Policy after the Great Depression 153 The Political Economy of Fascism and the Revolutionary Socialist Tradition 162 SIX: THE LABOR POLICY OF FASCISM 172 The Origins of Fascist Syndicalism 172 The Rise of Fascist Syndicalism 183 The Evolution of Fascist Syndicalism 190 The Functions of Fascist Syndicalism 196 The Labor Policy of Fascism and Revolutionary Marxism 206 SEVEN: THE ORCHESTRATION OF CONSENSUS 214 Syndicalism, Fascism, and the Psychology of the Masses 215 The Rationale of Orchestrated Consensus 223 The Apparatus of Orchestration 227 The Fascist Rationale 241 Revolutionary Socialism and Charismatic, Consensual Regimes 244 EIGHT: THE SOCIAL POLICIES OF FASCISM 254 The Social Welfare Legislation of Fascism 256 Fascist Demographic Policies 265 Fascism and "Ruralization" 275 Fascism and "Antifeminism" 281 The Social Policies of Bolshevism 291 Bolshevik Demographic Policies 294 NINE: FASCISM AND DEVELOPMENT IN COMPARATIVE PERSPECTIVE 300 Fascism and Development 303 Fascism and Totalitarianism 319 Conclusions 328 NOTES 335 BIBLIOGRAPHY 387 INDEX 413 .

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SEWER SYNDICALISM: WORKER SELF- MANAGEMENT in PUBLIC SERVICES Eric M
\\jciprod01\productn\N\NVJ\14-2\NVJ208.txt unknown Seq: 1 30-APR-14 10:47 SEWER SYNDICALISM: WORKER SELF- MANAGEMENT IN PUBLIC SERVICES Eric M. Fink* Staat ist ein Verhältnis, ist eine Beziehung zwischen den Menschen, ist eine Art, wie die Menschen sich zu einander verhalten; und man zerstört ihn, indem man andere Beziehungen eingeht, indem man sich anders zu einander verhält.1 I. INTRODUCTION In the late nineteenth and early twentieth centuries, municipal govern- ments in various US cities assumed responsibility for utilities and other ser- vices that previously had been privately operated. In the late twentieth century, prompted by fiscal crisis and encouraged by neo-liberal ideology, governments embraced the concept of “privatization,” shifting management and control over public services2 to private entities. Despite disagreements over the merits of privatization, both proponents and opponents accept the premise of a fundamental distinction between the “public” and “private” sectors, and between “state” and “market” institutions. A more skeptical view questions the analytical soundness and practical signifi- cance of these dichotomies. In this view, “privatization” is best understood as a rhetorical strategy, part of a broader neo-liberal ideology that relies on putative antinomies of “public” v. “private” and “state” v. “market” to obscure and rein- force social and economic power relations. While “privatization” may be an ideological definition of the situation, for public service workers the difference between employment in the “public” and “private” sectors can be real in its consequences3 for job security, compensa- * Associate Professor of Law, Elon University School of Law, Greensboro, North Carolina.
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Local District South Students: We hope that you are adjusting to the difficult situation we all find ourselves in and that you are taking time to rest, care for yourself and those you love, and do something everyday to lift your spirits. We want you to know that you are missed and that we have been working hard to develop ways to support you. We want to stay connected with you and provide you with opportunities to learn while you are at home. We hope that you find these activities interesting and that they provide you with something to look forward to over the course of the next week. Stay home; stay healthy; stay safe. We cannot wait until we see you again. Sincerely, The Local District South Instructional Team and your school family World History Week 3 Take Home Packet Student Name_________________________________________________________________________ School________________________________________ Teacher_______________________________ Students: Each of the Social Science Learning Opportunities Packet was developed based on a portion of the standards framework. The mini-unit you will be working on this week, is based on these questions from the framework: ● What was totalitarianism, and how was it implemented in similar and different ways in Japan, Germany, Italy, and the Soviet Union? We encourage you to engage in the Extended Learning Opportunity if you are able. Over the course of the next week, please do the activities listed for each day. Week 3, Day 1 1. Read, “Life in a Totalitarian Country” and annotate using the annotation bookmark. 2. Answer the quiz questions. 3. Write a response to this prompt:Observe: How does the text describe the relationship between fear and totalitarian governments? Week 3, Day 2 1.
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