Excerpt from The University of Minnesota; Current Problems, Vol. 5: Social and Economic Survey of a Community in Northeastern Minnesota In selecting localities for the social and economic surveys conducted by the Division of Research in Agricultural Economics of the University of Minnesota, it has been the object to choose communities that are typical of different sections of the State. The first, published in 1913, covered a township in Southeastern Minnesota which is representative of those regions where diversified farming and dairying have reached a fairly high state of development. The community selected for this survey is in the cut-over section of Eastern Minnesota (between the Twin Cities and Duluth), where potato raising and dairying are the principal sources of agricultural income, and where farms are comparatively small. The other community selected is in the Red River Valley, near Crookston, and is typical of the large-farm grain-growing section of the State. The field work for these last two surveys, of which this is one, was performed during the summer of 1913. This survey, and the one taken simultaneously in the Red River Valley, differ from that previously published in that an attempt has been made to include both a farming and a village community, instead of a farming community alone. A village has been selected as the center of economic activities, and the territory covered is that which is tributary to the village, i. e., the territory which uses the village both as a shipping point and as a place to buy supplies and professional services. In this way, it has been intended not only to bring out a comparison between life on the farm and life in a small Minnesota village, but also to bring out the economic dependence of the one on the other. In this survey, it was found that the differentiation between village life and farm life has developed to such a relatively slight extent, that the two are carried along together in the presentation of the data. In the Red River Valley survey, on the other hand, the village life is so entirely different from farm life that the two have been treated separately. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

A bold call to deromanticize education and reframe universities as terrains of struggle between alternative modes of studying and world-making Higher education is at an impasse. Black Lives Matter and #MeToo show that racism and sexism remain pervasive on campus, while student and faculty movements fight to reverse increased tuition, student debt, corporatization, and adjunctification. Commentators typically frame these issues as crises for an otherwise optimal mode of intellectual and professional development. In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying. Meyerhoff argues that the predominant mode of study, education, is only one among many alternatives and that it must be deromanticized in order to recognize it as a colonial-capitalist institution. He traces how key elements of education—the vertical trajectory of individualized development, its role in preparing people to participate in governance through a pedagogical mode of accounting, and dichotomous figures of educational waste (the “dropout”) and value (the “graduate”)—emerged from histories of struggles in opposition to alternative modes of study bound up with different modes of world-making. Through interviews with participants in contemporary university struggles and embedded research with an anarchist free university, Beyond Education paves new avenues for achieving the aims of an “alter-university” movement to put novel modes of study into practice. Taking inspiration from Black Lives Matter, Occupy Wall Street, and Indigenous resurgence projects, it charts a new course for movements within, against, and beyond the university as we know it.

A radical and necessary rethinking of trans care What does it mean for trans people to show up for one another, to care deeply for one another? How have failures of care shaped trans lives? What care practices have trans subjects and communities cultivated in the wake of widespread transphobia and systemic forms of trans exclusion? Trans Care is a critical intervention in how care labor and care ethics have been thought, arguing that dominant modes of conceiving and critiquing the politics and distribution of care entrench normative and cis-centric familial structures and gendered arrangements. A serious consideration of trans survival and flourishing requires a radical rethinking of how care operates. Forerunners is a thought-in-process series of breakthrough digital works. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.