Book•
Selections from the prison notebooks of Antonio Gramsci
01 Jan 2015-
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•
25 Aug 2009
33 citations
Cites background from "Selections from the prison notebook..."
...Giroux also refers to the works of Gramsci (1971), Adorno and Horkheimer (1972) who argued that domination assumed new forms....
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Journal Article•
TL;DR: Information literacy (IL) was first articulated through the American Library Association (ALA) and via professional documents such as the Information Literacy: Final Report as mentioned in this paper, IL standards, and model learning outcomes.
Abstract: Information literacy (IL) was first articulated through the American Library Association (ALA) and via professional documents such as the Information Literacy: Final Report (ALA, 1989), IL standards, and model learning outcomes. This early rhetoric is the most widely accepted articulation and rationale for IL and continues to provide a framework for discourse to this day. It is also often used to communicate libraries' education mission to external stakeholders. The content of these documents originated during a peculiar moment of LIS history and served a particular legitimating function for the profession. This article will deconstruct the underlying assumptions behind the rhetoric of these early articulations and make recommendations for reconceptualizing IL. Keywords: Information literacy; critical theory; Radical Democratic Theory; document analysis; professional standards Introduction Twenty years ago the American Library Association (ALA) published the Presidential Committee on Information Literacy: Final Report (1989). This report (hereafter referred to simply as the Final Report) provided a widely accepted definition of information literacy (IL) as the ability to recognize when information is needed and "locate, evaluate, and use effectively the needed information" (p. 1). It also articulated a rationale for its importance to contemporary American society. The American Association of School Librarians (AASL) and the Association of College and Research Libraries (ACRL), extended the ALA's definition of IL through Information Literacy Standards for Student Learning: Standards and Indicators (1998) and Information Literacy Competency Standards for Higher Education (2000) respectively. Although IL has been developed in varying ways since its inception, these early documents remain important because they are the Association's formal conceptualizations of IL. Furthermore, they are likely to be used to communicate a singular, unified vision of IL to external stakeholders and therefore continue to have some significance for librarians and their clients. These early IL documents emerged in a unique historical context, which exerted influence on both their form and content. Foster (1993) suggests that IL was originally a professional response to being omitted from the dialog on educational reform in the early 1980s. O'Connor (2006) examines this claim and finds compelling evidence for it in early IL discourse. The reform movement, which tied funding (and hence survival) directly to one's ability to demonstrate explicit learning outcomes, coincides with a period when fiscal crises in public finance and the advancement of information technology already threatened (or at least were perceived to threaten) to deprofessionalize librarianship (O'Connor, 2006). Though school and academic librarians had sought an educational mission throughout their history (Lorenzen, 2001; O'Connor, 2006), libraries had largely been valued more for their repository than their educational functions (Abbott, 1988). Librarians in the early 1980s began to worry that the rise of information technology might threaten the need for such repositories. Hence, tying libraries and librarians directly to the educational mandates of the reform movement (and thus to funding) seemed and, perhaps, still seems critical to the survival of school and academic librarians. This early conceptualization of IL emerged with little explicit theory to guide its development. Because these documents have not been revised or replaced, they also do not reflect the wealth of IL scholarship that has ensued since their inception. Without a sound theoretical framework, the rationale for IL articulated by the Final Report is at times theoretically inconsistent and overstated, making overreaching claims for the function of IL in society (ALA, 1989). On the other hand, the conceptualization of IL developed in the standards documents is overly technical, emphasizing the acquisition of skills over intellectual maturation. …
33 citations
Cites background from "Selections from the prison notebook..."
...Conflict theorists question the assumption that pluralism can ensure true egalitarianism (e.g., Foucault, 1 988; Gramsci, 1971; Mouffe, 1996)....
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Dissertation•
11 Dec 2017
TL;DR: The unabridged version of this thesis can be consulted, on request, at the University of Leicester Library as discussed by the authors, on the basis that it can be used to access the full version.
Abstract: Some images have been removed from the electronic version of this thesis due to copyright restrictions. The unabridged version can be consulted, on request, at the University of Leicester Library.
33 citations
TL;DR: A recent historical moment in which the American national identity was defined and contested in the public arena is the Persian Gulf crisis of 1990-91 as mentioned in this paper. But this time, the focus was on the United States.
Abstract: This paper looks at a recent historical moment in which the American national identity was defined and contested in the public arena. The Persian Gulf crisis of 1990-91 presents a case in point in which official actors attempted to define the American character and in so doing prescribed particular actions necessary to fulfill what it means to be an American. President George Bush's discourse used the crisis to rejuvenate US prestige and American confidence. He described Americans as unique in esteemed values and America as the only country capable of leading the world. In so doing, he invited American participation in support for US military intervention. On the other side, the peace movement chose to emphasize American weaknesses, domestic problems, and the gullible nature of the American people. In so doing, it attempted to shame Americans into supporting the anti-war movement
33 citations