The end of the post-World War II ‘long boom’ in the mid-1970s proved the beginning of a process of political-economic change that has fundamentally transformed labour law, both in Australia and across the developed world more generally. This is a phenomenon with deep ramifications for social justice. The dissolution of productive industry, the fragmentation of employment categories, the rise of profound employment precarity and an increasingly hostile legal environment for trade unionism have been of immense significance for key social justice issues, including income inequality, the rise of a new working-underclass, and the marginalization of organised labour. By combining the concepts of the Parisian Regulation Approach with an explicitly Marxist jurisprudence, this study offers a theoretically rigorous yet empirically sensitive account of legal transition, with key case studies in the metal, food processing and retail sectors. Given the similar development logic of post-World War II capitalism in Western societies, this theory, although operationalised in the Australian context, can be used in the effort to explain labour law change more broadly.

A philosophical analysis informed by history, this work examines the reasons for the highly destructive behavior of the Red Guards in the early part of China's Cultural Revolution. By probing the political, educational, and psychological factors influencing the Red Guards, Jing Lin sheds light on how teenagers and young adults were able to justify violence in the name of class struggle and human rights. She concludes that non-critical, categorical thought, buttressed by the political and educational systems, was pivotal. Jing Lin introduces the work with a discussion of democratic and non-democratic thought, and of the Red Guards' views about class struggle, authority and justice. She then examines the theory behind Mao's totalitarian rule. Chapter Three is devoted to schools, and their decisive role in developing the Red Guards. The psychology of the Red Guards follows: Lin details how concepts of the proletariat, class enemies, and intellectuals nurtured habits of aggression and obedience. In concluding, Lin suggests how to foster critical and democratic thinking in Chinese education.

Issues for 1901/07-1901/20 include corrected statistics for the period 1788 to 1900.