Stanley Aronowitz has taught at the Graduate Center of the City University of New York since 1983, where he is Distinguished Professor of Sociology and Urban Education. He received his B.A. at the New School in 1968 and his Ph.D from the Union Graduate School in 1975. He studies labor, social movements, science and technology, education, social theory and cultural studies and is director of the Center for the Study of Culture, Technology and Work at the Graduate Center.

He is author or editor of twenty-five books including: Against Schooling: For an Education that Matters (2008); Left Turn: Forging a New Political Future (2006); Just Around Corner (2005); How Class Works (2003); The Last Good Job in America (2001); The Knowledge Factory (2000); The Jobless Future (1994, with William DiFazio); and False Promises: The Shaping of American Working Class Consciousness (1973, 1992).

Stanley is founding editor of the journal Social Text and is currently a member of its advisory board. Most recently, he co-founded Situations: Project of the Radical Imagination and serves as co-editor in the journal's editorial collective. He also serves on the advisory board of WorkingUSA: The Journal of Labor and Society, and has sat on the editorial boards of Cultural Critique and Ethnography. He has published more than two hundred articles and reviews in publications such as Harvard Educational Review, Social Policy, The Nation, and The American Journal of Sociology. Prior to coming to the Graduate Center he taught at the University of California–Irvine and Staten Island Community College (now The College of Staten Island). He has been visiting professor or scholar at University of Wisconsin–Madison, the University of Paris VIII, Lund University (Sweden), and Columbia University.

Featured Book
Against Schooling: For an Education That Matters

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.

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