Illuminating one of the most pervasive issues of our time, Popular Culture is the first book to link the importance and implications of popular culture with pedagogical practice. It shows how cultural forms such as Hollywood films, pop music, soap operas, and televangelism are organized by gender, age, class, race, and ethnicity, thus providing the contradictory text that both enables and disables emancipatory interest, so fundamental to the formation of self and society. What emerges is a redefinition of the very notion of popular culture.

Stanley Aronowitz lays bare the fundamental logical problems in Marxist theory with respect to nature, gender and race relations, the concept of class, and historical time. Aronowitz offers an approach towards a new way of thinking about these problems.

Cultural differences are not asserted through the specificity of dominant notions of race, gender, and class, but through a commitment to expanding dialogue and exchange across cultural lines as part of a wider attempt to deepen and develop democratic public life. This revised edition of the 1985 best-seller speaks eloquently to the need to attend to ever-present inequalities of education in the light of new political correctness, technology, and curricula.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

Many of our countryOs children face daily a threat to their personal safety and well-being. As school boards, law enforcement officials, and policymakers continue to look for ways to stop youth violence in urban and suburban schools, not enough attention is paid to eradicating the socioeconomic and cultural conditions that give rise to these acts. In this timely and thought-provoking collection, seasoned educators and cultural theorists emphasize this connection between youth violence and the realities faced by many children poverty, racism, unequal opportunity, and the mediaOs glorification of violence.

This book uses the theory of social movements and first-hand interviews to create a new analysis of religiously motivated political violence in the modern world. Examining the movement to restore Sharia law to a dominant place in the Egyptian government, the movement to make abortion illegal in the United States, and the religious effort to secure territory in Israel, the author contends that religion becomes violent not because of ideology or political context alone, but because of the constantly evolving relationship between them. The ebb and flow of opportunities for political access ensures that secularization and religion, although polar opposites, depend on each other to define themselves. As a result, while their respective degrees of influence will inevitably undulate over time, both will remain a part of the political process for some time. Thus, a full understanding of both is critical to a meaningful understanding of the political process. Much work has been done to understand secular social movements as part of the political process, and consequentially researchers now know a great deal about the motivations, resources and timing of secular social movements. Considerably less research has been done in the field of religious social movements and this book fills that gap in the literature. This book will be of great interest to students of political violence, religion, sociology, and Politics and International Relations in general. Jennifer Jefferis is Assistant Professor in the Department of Government, Regent University, USA, and has a PhD in Political Science from Boston University.

In "Against Schooling," Stanley Aronowitz passionately raises an alarm about the current state of education in our country. Discipline and control over students, Aronowitz argues, are now the primary criteria of success, and genuine learning is sacrificed to a new educational militarism. In an age where school districts have imposed testing, teachers must teach to test, and both teacher and student are robbed of their autonomy and creativity. The crisis extends to higher education, where all but a few elite institutions are becoming increasingly narrowly focused and vocational in their teaching. With education lacking opportunity for self-reflection on broad social and historical dynamics, "Against Schooling" asks How will society be able to solve its most pressing problems? Aronowitz proposes innovative approaches to get schools back on track."

In "Against Schooling," Stanley Aronowitz passionately raises an alarm about the current state of education in our country. Discipline and control over students, Aronowitz argues, are now the primary criteria of success, and genuine learning is sacrificed to a new educational militarism. In an age where school districts have imposed testing, teachers must teach to test, and both teacher and student are robbed of their autonomy and creativity. The crisis extends to higher education, where all but a few elite institutions are becoming increasingly narrowly focused and vocational in their teaching. With education lacking opportunity for self-reflection on broad social and historical dynamics, "Against Schooling" asks How will society be able to solve its most pressing problems Aronowitz proposes innovative approaches to get schools back on track.

Building a new platform for change, prominent social critic Stanley Aronowitz diagnoses America 's crisis of democracy and the dangers of the new authoritarianism. Aronowitz draws on his vast knowledge of history and political theory and from currents of political change around the globe, from the traditions of the European left to the newest political trends in Latin America that have challenged the death of socialism.Demonstrating why Democrats lose when they cling to centrism and compromise their core values, this book shows us what a new left party in America would look like in an era of globalization, terrorism, and a crisis of public confidence in government.Listen to Stanley Aronowitz's December 12th, 2007 interview with Against the Grain here: http: //www.againstthegrain.org/

Building a new platform for change, prominent social critic Stanley Aronowitz diagnoses America 's crisis of democracy and the dangers of the new authoritarianism. Aronowitz draws on his vast knowledge of history and political theory and from currents of political change around the globe, from the traditions of the European left to the newest political trends in Latin America that have challenged the death of socialism.Demonstrating why Democrats lose when they cling to centrism and compromise their core values, this book shows us what a new left party in America would look like in an era of globalization, terrorism, and a crisis of public confidence in government.Listen to Stanley Aronowitz's December 12th, 2007 interview with Against the Grain here: http: //www.againstthegrain.org/

Learning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.

In Post-Work, Stanley Aronowitz and Jonathan Cutler have collected essays from a variety of scholars to discuss the dreary future of work. The introduction, The Post-Work Manifesto,, provides the framework for a radical reappraisal of work and suggests an alternative organization of labor. The provocative essays that follow focus on specific issues that are key to our reconceptualization of the notion and practice of work, with coverage of the fight for shorter hours, the relationship between school and work, and the role of welfare, among others.
Armed with an interdisciplinary approach, Post-Work looks beyond the rancorous debates around welfare politics and lays out the real sources of anxiety in the modern workplace. The result is an offering of hope for the future--an alternative path for a cybernation, where the possibility of less work for a better standard of living is possible.

eBook available with sample pages: HB:0415912407

Technoculture is culture--such is the proposition posited in Technoscience and Cyberculture, arguing that technology's permeation of the cultural landscape has so irrevocably reconstituted this terrain that technology emerges as the dominant discourse in politics, medicine and everyday life. The problems addressed in Technoscience and Cyberculture concern the ways in which technology and science relate to one another and organize, orient and effect the landscape and inhabitants of contemporary culture.

In these essays, Stanley Aronovitz examines some of the crucial cultural shifts associated with the crisis of modernity. Against the predominant view that Great Art possesses intrinsic aesthetic value, the author contends that aesthetics has itself been surpassed. In the introductory essay, Aronowitz argues aesthetics, like mathematics education, is a powerful sorting machine which preserves the hierarchical system of cultural and economic privilege. In his essays of Bakhtin and Williams, he stresses that their work shows literary and other artistic works as forms of social knowledge; even "bad" literature may illuminate everyday life and the "structure of feeling" far better than ethnographic, historical and sociological studies. Yet he insists that art does not "represent" the lifeworld, but can be understood as constitutive of it. We read novels, watch TV and videos for pleasure, but art produces experiences as much as it registers it. The essays all take on the crisis in modernity: whether in educational controversies, Murray Bookchin's social ecology, Roland Barthes as a "star", the anti-aesthetics of postmodernism, or recent transgressions in the philosophy of science.

Social scientists have debated the dimensions of class, humanists have elaborated culture and its political implications, but Stanley Aronowitz argues that the ways in which class, politics and culture are intertwined have rarely been examined. In "The Politics of Identity", Stanley Aronowitz begins from the premise that culture is constitutive of class identities. In these essays, some new and some widely cited, he demonstrates that economic identities are partially responsible for how, when and where classes act in the social realm. While feminist perspectives of both race and gay and lesbian movements have drawn out the racial and gender components of cultural elements, Aronowitz argues, class mediations to cultural identity have not been fully explored.

In our media-saturated culture, momentous events occur quickly, as news and images are broadcast around the country and the world. We are often riveted by the news and our everyday reality is suddenly changed. Yet, almost as quickly, that critical event is replaced by a new story. The old event fades from memory, and we move on to the next thing before understanding why it commanded our attention and how our world was changed. On April 16, 2007, such an event occurred on the Virginia Tech campus in Blacksburg, Virginia. That day a student killed 32 of his classmates and professors and then turned the gun on himself. The media focused their power and our attention on the campus, the students and faculty of Virginia Tech, and the gunman and his victims. But we have yet to understand fully what happened in Blacksburg. There is a Gunman on Campus brings our thoughts back to the shocking campus shootings and the public reactions to the event, shining needed light on what occurred at the university, how American society reacted, and how it all fits into contemporary culture. The contributors to this insightful and compelling volume preserve and deepen our memory of April 16th. Many of the authors are distinguished men and women of letters, and some were on the Virginia Tech campus the day when the shots rang out. From the psychology of the shooter to the role of media in covering the event to parallels to other American tragedies such as Columbine, the chapters constitute an incisive portrait of early 21st century America.

Money, jobs, careers, training_all are topics often overheard in the conversation of middle-class Americans. One of the nation's leading critics of education, the world of work, and the labor movement, Stanley Aronowitz shows how new technologies, labor, and education all are deeply intertwined in our culture and everyday lives. This book reflects Aronowitz's thinking at a time when globalization has brought these connections to broad public attention. Aronowitz argues for the decline of 'the job' as the backbone, along with family, of American society. Despite high employment, low wages and job insecurity leave many families at or below the poverty line. The career instability previously experienced mostly by blue-collar workers has spread to middle managers and high-level executives caught in the rapid movement of capital and technologies. In light of these facts, Aronowitz argues for a new social contract between employers and workers.

Twenty-five years after the publication of Paul Willis' seminal text Learning to Labor, Nadine Dolby and Greg Dimitriadis have gathered together an internationally renowned group of scholars to reflect on the meaning and influence of what many consider to be the most influential book in critical education and cultural studies of our time. Learning to Labor in New Times will refocus attention on the themes that have been central to Willis' work: the relationship between schooling and work; the lives of working class youth; the role of the school as a productive site of struggle; the significance of common culture in the lives of young people; and the continuing importance of ethnography as a research methodology.

First Published in 2001. In this collection of essays and interviews, Mark Poster examines theoretical approaches and develops his own position on our information based society. He contends that new communications media disrupt and transfigure the way identities are constituted in cultural exchanges. He looks in detail at several aspects of what might be called "internet culture", including virtuality and democracy. Poster advocates an awareness of the Internet and other new forms of communication, calling for a mobilization to ensure accessibility to all and to configure technology into vehicles of open cultural creation. For example, nothing is pure about the Internet politically, he points out, and it remains an open question as to who will transform the potentiality of new communications media into determinate cultural configurations. This book explores the rupture and potentiality between the electronic self and the face-to-face self inherent in new forms of technology and media.

High technology will destroy more jobs than it creates. This grim prediction was first published in the 1994 edition of The Jobless Future, an eerily accurate title that could have been written for today's dismal economic climate. Fully updated and with a new introduction by Stanley Aronowitz and William DiFazio, The Jobless Future warns that jobs as we know them-long-term, with benefits-are an endangered species.

Incorporating post-modernism, cultural studies and literary theory, Aronowitz and Giroux argue that new theoretical formulations are necessary to analyze and transform educational institutions within the context of a post-modern world. In a world that is rapidly redefining relations between the centre and the margins and questioning the legitimacy of master narratives, this book discusses why it is no longer possible either to defend or analyze educational institutions according to conservative, liberal or radical theories dominated by a modernist faith in reason, science, universal truths and Euro-centric culture. The authors aim to provide an informed analysis of today's polemics surrounding the topic of education and society, and to present a conceptual framework for charting the future of directions educational theory and practice.

In this book, the author argues that the standard Marxist conceptions of the relations of nature to value, of humans to nature, and of history to time, are no longer tenable. He contends that the centrality of cultural categories, as raised by the feminist, art, and ecology movements, amongst others, is one crucial difference for the late industrial world, demanding a break from the dominant tendencies within Marxism to reduce causality to its economic factor. The book offers an approach towards a new way of thinking about these problems, and this edition has been revised to incorporate new material.

Public spending on education is under attack. In this challenging book Aronowitz and Giroux examine the thinking behind that attack, in the USA and in other industrialized countries.