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With a series of rich case studies focused on mobile laborers, this book demonstrates how the regional migrations of the early modern era came to be connected, contributing to the creation of an increasingly integrated nineteenth-century world.

Belgium was a major hub for transnational movements. By taking this small and yet significant European country as a focal point, the book critically examines major issues in modern history, including nationalism, colonial expansion, debates on the nature of international relations and campaigns for political and social equality.Now available in paperback, this study explores an age in which many groups and communities – from socialists to scientists – organised themselves across national borders. The timeframe covers the rise of international movements and associations before the First World War, the conflagration of 1914 and the emergence of new actors such as the League of Nations. The book acknowledges the changing framework for transnational activism, including its interplay with domestic politics and international institutions.By tracing international movements and ideas, the book aims to reveal and explain the multifarious and sometimes contradictory nature of internationalism.

Why do modern states regulate and provide mass education? This article proposes a theory of education as a state-building tool that is deployed when mass violence threatens the state’s viability. Experiencing mass violence can heighten national elites’ anxiety about the masses’ moral character and raise concerns about the efficacy of repression or concessions alone to maintain social order. In this context, a mass education system designed to teach obedience can become an attractive policy tool to prevent future rebellion and promote long-term order. Consistent with the theory, I detect a cross-national pattern of primary education expansion following civil wars in Europe and Latin America. In a complementary study of the 1859 Chilean civil war, I show that the central government responded by expanding primary schooling in rebel provinces not as a concession but to teach obedience and respect for authority. The theory helps explain why nondemocracies often expanded mass education.

In the second half of the nineteenth century a new kind of social and cultural actor came to the fore: the expert. During this period complex processes of modernization, industrialization, urbanization, and nation-building gained pace, particularly in Western Europe and North America. These processes created new forms of specialized expertise that grew in demand and became indispensible in fields like sanitation, incarceration, urban planning, and education. Often the expertise needed stemmed from problems at a local or regional level, but many transcended nation-state borders. Experts helped shape a new transnational sphere by creating communities that crossed borders and languages, sharing knowledge and resources through those new communities, and by participating in special events such as congresses and world fairs.

01 02 From the late 1800s, African workers migrated to the mineral-rich hinterland areas of Guyana, mined gold, diamonds, and bauxite; diversified the country's economy; and contributed to national development. Utilizing real estate, financial, and death records, as well as oral accounts of the labor migrants along with colonial officials and mining companies' information stored in National Archives in Guyana, Great Britain, and the U.S. Library of Congress, the study situates miners into the historical structure of the country's economic development. It analyzes the workers attraction to mining from agriculture, their concepts of \"order and progress,\" and how they shaped their lives in positive ways rather than becoming mere victims of colonialism. In this contentious plantation society plagued by adversarial relations between the economic elites and the laboring class, in addition to producing the strategically important bauxite for the aviation era of World Wars I & II, for almost a century the workers braved the ecologically hostile and sometimes deadly environments of the gold and diamond fields in the quest for El Dorado in Guyana. 02 02 From the late 1800s, African workers migrated to the mineral-rich hinterland areas of Guyana, mined gold, diamonds, and bauxite; diversified the country's economy; and contributed to national development. Utilizing real estate, financial, and death records, as well as oral accounts of the labor migrants along with colonial officials and mining companies' information stored in National Archives in Guyana, Great Britain, and the U.S. Library of Congress, the study situates miners into the historical structure of the country's economic development. It analyzes the workers attraction to mining from agriculture, their concepts of \"order and progress,\" and how they shaped their lives in positive ways rather than becoming mere victims of colonialism. In this contentious plantation society plagued by adversarial relations between the economic elites and the laboring class, in addition to producing the strategically important bauxite for the aviation era of World Wars I & II, for almost a century the workers braved the ecologically hostile and sometimes deadly environments of the gold and diamond fields in the quest for El Dorado in Guyana. 13 02 Barbara Josiah is an assistant professor of history at CUNY-John Jay College. She has published articles in The Journal of African American History and The Journal of Caribbean History , among others. 04 02 African Diaspora Migrant Miners and Guyana's Eldorado Migration and Mining Strategies in A Colonial Society Mining Factors in A Diversified Economy The Perils of Labor in Mining: Migration and Mortality Aspects of Infrastructure Development: Gold and Diamonds Another Approach: Organizing Bauxite Production Evolving Relations: Mining and Trade Unionism Internal Migration and Village Dynamics: Families and Communities Coping Knowledge Transfer and Cooperativism: Agriculture and Mining Eras African Continuities, Jewels, and, Economic Linkages to Mining

Proletarian and Gendered Mass Migrations connects the 19th- proletarian and the 20th-and 21st-century domestics and caregiver labor migrations and migration systems in global transcultural perspective. It integrates male and female migrations and employs a systems approach with human agency perspectives.

This article explores the linkages between globalization, cities, and firms in twentieth-century India. Since the interwar period in the early twentieth century, India withdrew from the global economy, reintegrating only in the 1990s. This reshaped the metropolitan hierarchy in India in specific ways, whether through international migration and creation of new supply chains before 1991 or by foreign direct investment in the final decade of the twentieth century. Firms—both Indian and multinational—had to respond to different waves of globalization and accordingly made location choices that in turn shaped the urban evolution. More broadly, this article points to the relevance of integrating urban history more closely with business history in studies of globalization.

The history of Indian management education is overwhelmingly focused on the period from the 1950s and 1960s onward. This article traces the hitherto underexplored history of how, from the 1860s until the 1950s, Indians thought about and implemented education and training for managers. In particular, it demonstrates how Indian nationalist politicians articulated the nation-building utility of managers and managerial training, and how business education became yoked to nationalists’ broader visions of India’s economic regeneration. Beginning in the early twentieth century, Indian nationalists championed commercial education, advocating its evolution out of its vocational roots into something more scientific and specialized for producing skilled indigenous managers. The precise evolution of Indian commercial education exercised long-term influences on postcolonial management programs. First, Indians established a tradition of surveying the latest pedagogical methods and institutional models from around the world and adapting them to Indian conditions. Second, Indian advocates of commercial education carved out an important role for the state, working on commercial education endeavors with British officials in the colonial era and, later on, placing management education within the ambit of centralized state planning. Management had a fundamentally political valence in India. For this reason, commercial and management education programs in India, unlike in the West, largely avoided questions about their legitimacy.

Recent work in global history has defined the long-distance labor migration of the nineteenth and early twentieth century, following the demise of Trans-Atlantic slavery, as a global phenomenon. Though an important component of migration studies as well as the history of globalization, this framework struggles to consider the significance of indentured migration from India to the sugar plantations overseas. In the view of Adam McKeown, the indentured were insignificant to global historical change, given that they constituted less than ten percent of global migration between 1846 and 1940. In order to establish the significance of indenture, this essay highlights the uniqueness of the indenture system in terms of workers’ rights and welfare as well as the legal framework that provided a new language of freedom and contract. Under this system, laborers bargained with colonial authority, a process, which was fulfilled through the amendment in the legislations. By highlighting this element of the history of indentured labor, this essay aims to inspire further research into the detailed legal history of the process.