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Selections from the prison notebooks of Antonio Gramsci

TL;DR: The first selection published from Gramsci's Prison Notebooks to be made available in Britain, and was originally published in the early 1970s as discussed by the authors, was the first publication of the Notebooks in the UK.
Abstract: Antonio Gramsci's Prison Notebooks, written between 1929 and 1935, are the work of one of the most original thinkers in twentieth century Europe. Gramsci has had a profound influence on debates about the relationship between politics and culture. His complex and fruitful approach to questions of ideology, power and change remains crucial for critical theory. This volume was the first selection published from the Notebooks to be made available in Britain, and was originally published in the early 1970s. It contains the most important of Gramsci's notebooks, including the texts of The Modern Prince, and Americanism and Fordism, and extensive notes on the state and civil society, Italian history and the role of intellectuals. 'Far the best informative apparatus available to any foreign language readership of Gramsci.' Perry Anderson, New Left Review 'A model of scholarship' New Statesman
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Dissertation
11 Dec 2012
TL;DR: This paper examined discourses and practices that surrounded consumption and production of advertising in South Korea in the first decade of the 21st century, concluding that the marketing instrumentality of advertising is subordinated to the ethos of public interest, and both advertising consumers and producers strive for advertising that promotes humanist values and realizes democratic ideals.
Abstract: My dissertation examines discourses and practices that surrounded consumption and production of advertising in South Korea in the first decade of the 21st century. In its approach, my study breaks away from works that assume that advertising performs the same role universally and that local advertising industries should follow the uniform path of development, in terms of both creative content and industry structures. Treating advertising as an integral part of social reality, I embed my analysis in Korea's idiosyncratic social, cultural, political, and economic contexts to interrogate non-marketing functions of advertising. My dissertation investigates multiple projects that advertising mediates in contemporary South Korea, from challenging social norms and renegotiating cultural meanings, to contesting capitalist control over mass media and articulating fantasies of humanist capitalism. I explore how advertising consumers (including advertising censors) and advertising producers channel, shape, enable or block the flows of advertising messages and revenues. My conclusion is that, in South Korea, the marketing instrumentality of advertising is subordinated to the ethos of public interest, and both advertising consumers and producers strive for advertising that promotes humanist values and realizes democratic ideals, even if it jeopardizes the commercial interests of advertisers. Theoretically, this study builds on critical theory and anthropology of media while drawing on Korean Studies scholarship to grasp interconnections between the practices of advertising production and consumption, on the one hand, and, on the other, the modern entanglements of capitalism and democracy. Methodologically, I combine a discourse analysis of advertising-related public texts—popular advertising campaigns, responses to them in mass media and the blogosphere as well as the exhibits of the Advertising Museum in Seoul—with ethnographic fieldwork at two sites, an advertising agency and a quasi-government advertising review board, both in Seoul.%%%%PhD

35 citations

Journal ArticleDOI
TL;DR: In this article, the possibilities for fostering critical consciousness (awareness and understanding of oppression) among American working-class students in the face of their often severe educational alienation are considered. But the authors focus on college students, whom the author teaches, and use the theory of alienation to illuminate the systemic entrenchment of the problem.
Abstract: This article considers the possibilities for fostering critical consciousness (awareness and understanding of oppression) among American working-class students in the face of their often severe educational alienation. After noting the failure of existing critical pedagogical literature to address this problem adequately, it establishes the seriousness of the challenge in three ways. First, it describes how the most famous critical pedagogue, the late Paulo Freire, and one of his most eminent American followers, Ira Shor, recognized the special difficulty of working with highly alienated American students. Second, it documents the extensiveness and severity of educational alienation in the United States, especially among working class students. It focuses on college students, whom the author teaches. Third, it uses Karl Marx's theory of alienation to illuminate the systemic entrenchment of the problem. The article then shows how Antonio Gramsci's theory regarding the porousness of subjugated consciousness ...

35 citations


Cites background from "Selections from the prison notebook..."

  • ...The work of early twentieth century Italian Marxist Antonio Gramsci ( 1971 , 2000 ) provides clues as to how Freirian conscientization can proceed despite intractable student estrangement....

    [...]

Dissertation
01 Jan 1996
TL;DR: A systemic functional analysis of the oral pedagogical discourse and board texts of secondary school mathematics lessons differentiated on the basis of school sector, gender and social class is completed through the development of a computer program to handle the linguistic analysis and the construction of a Hallidayan systemic framework for mathematical symbolism and visual depiction as mentioned in this paper.
Abstract: A systemic functional analysis of the oral pedagogical discourse and board texts of secondary school mathematics lessons differentiated on the basis of school sector, gender and social class is completed through the development of a computer program to handle the linguistic analysis and the construction of a Hallidayan systemic framework for mathematical symbolism and visual depiction. The new frameworks allow for investigation of the unique contributions of language, mathematical symbolism and visual display in the construction of meaning in mathematical texts and the process of semiotic metaphor which occurs in movements between these codes. The systemic analysis of the classroom discourse is situated within a Foucauldian perspective of power, knowledge and truth in mathematics, mathematics education and wider discursive practices involving the private and state school sectors. The analysis of linguistic patterns, register selections and genres of four Year Ten secondary school mathematics lessons reveals that in private elite single sex schools the male students demonstrate the greatest participation and access to the discourse of mathematics while the female students participate in interpersonal patterns of deference which do not resonate with the tenor dimensions of mathematics. The monofunctional tendency orientated towards interpersonal meaning in the lesson of the working class students at a government school indicates that the social goal of the lesson is primarily directed towards maintaining tenor relations through covert manipulation as opposed to learning mathematics. The limited functionality of practical lessons in mathematics is also demonstrated as a shift from everyday discourse to mathematical discourse does not occur. Mathematical pedagogical discourse is characterised by a dense texture which arises in part from the strategies by which meaning is encoded in mathematical symbolism. As opposed to the lexical density and grammatical intricacy of written and spoken language respectively, mathematical symbolism realises grammatical density whereby multiple levels of clausal rankshift preserve the nuclear configurations of Operative processes and participants which describe relations of parts to the whole and continuous patterns of variation. In addition, inherent difficulties in mathematical pedagogical discourse arise from long implication chains of reasoning and dependence on multiple semiotic resources with the latter resulting in referential complexity and iii multisemiotic intertwining of lexical and participant chains and strings. The results of the analysis, interpreted through Bernstein's theory of pedagogical practices and coding orientations and Halliday's formulations of spoken and written language, reveal that the semantic orientation of working class students does not accord with that realised in mathematics.

35 citations

Journal ArticleDOI
TL;DR: The broad strokes of economic and political globalisation in Central Europe and the concomitant flows of people in the current fin-de-siecle manifest themselves as shifts in the practice of classical music in Vienna.
Abstract: The broad strokes of economic and political globalisation in Central Europe and the concomitant flows of people in the current fin-de-siecle manifest themselves as shifts in the practice of ‘classical’ music in Vienna, a practice itself the legacy of analogous processes during the previous fin-de-siecle. Music in the Mozart Year 2006 reveals emergent multivalent possibilities in the transformation of classical music as cultural practice and is viewed through the rubrics of tradition, tourism, branding and the popular. This article argues that ultimately, the practice of classical music in Vienna continues to serve as a site for experiments in cosmopolitanism.

35 citations