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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
01 Mar 2017
TL;DR: This paper examined 4070 articles in the British press written between 1985 and 2015 and found that the media have engaged in a process of institutionalised social exclusion of welfare recipients who they construct as an ‘undeserving իother’ who threatens ‘mainstream’ values.
Abstract: This thesis examines 4070 articles in the British press written between 1985 and 2015. This longitudinal approach captures a timeframe which has been described by scholars as the ‘age of neoliberalism’. In order to understand how the neoliberal paradigm emerged, the thesis outlines a history of ideas about poverty in the UK national press which have developed across key periods characterised by individualism, collectivism, and a return to individualism. Individualism has been linked to neoliberal ideology, placing the individual consumer in the free market at the centre of political, social and economic decision making. This free market ideology undermines the case for the welfare state and is often used to criticise individuals experiencing poverty as failed capitalists or consumers rather than as victims of an unjust system. This thesis examines the extent to which this neoliberal ideology has been reflected in news coverage of poverty and welfare by examining news, politics and ideology. It finds that the press have engaged in a process of institutionalised social exclusion of welfare recipients who they construct as an ‘undeserving other’ who threatens ‘mainstream’ values. In doing so, the press have largely ignored inequality and the risk that poverty presents to many people by constructing it as an issue which only affects ‘others’ with behavioural problems. This behavioural diagnosis of poverty was consolidated in the early days of the commercial press and was used to blame impoverished people for their own poverty. This thesis analyses how the British press have reinforced neoliberal ideology by repackaging a set of claims about poverty and welfare which are rooted in the historical concepts of the ‘deserving’ and ‘undeserving’ poor.

33 citations

Book ChapterDOI
01 Jul 2002

33 citations

Journal ArticleDOI
TL;DR: This article analyzed the image of China as it is represented on international English-language social media and found that international English language social media presents a more neutral and diverse China in terms of economy, culture and technology than does the international mainstream media.
Abstract: This study analyses the image of China as it is represented on international English-language social media. A content analysis was performed on items collected from Wordpress, Technorati, Digg, Reddit, Twitter, Facebook, YouTube, Topix, NowPublic and CNN iReport sources. The analysis finds that international English-language social media presents a more neutral and diverse China in terms of economy, culture and technology than does the international mainstream media. Social media depicts China as a rising economic power whereas constructs such as ‘Fascinating China’ and ‘Innovative China’ represent the country's cultural and technological image. However, the analysis also finds that international social media uncritically repeats stereotyped Chinese social, political, religious and ethnic images it captures from the international mainstream media.

33 citations


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

  • ...If we say the image of China as represented by international mainstream media is ‘hegemonic’, to borrow a term from Gramsci (1971), can international social media offer a ‘counterhegemonic’ image of China?...

    [...]

Dissertation
01 Jan 2018
TL;DR: The work in this paper explores an alternative and "thick" approach to civics and citizenship education, which seeks to build the capacity of citizens to actively participate in and strengthen democracies as opposed to citizenship that is aligned only to an existing ruling regime and nation-state.
Abstract: Civics and citizenship education remains a topical and highly contested field in Australia and around the world. In this thesis the focus is on education seeking to build the capacity of citizens to actively participate in and strengthen democracies as opposed to citizenship that is aligned only to an existing ruling regime and nation-state. The latter is predicated on ‘thin’ citizenship; that is, on the mechanics and institutions of existing government sanctioned authority, rather than focusing on the issues and ideas that matter to ordinary young people. This thesis explores an alternative and ‘thick’ approach to civics and citizenship education. In Justice Citizens, Australian year 9 students from western Sydney were challenged to investigate a topic in their communities related to the theme of justice. Students researched, planned, shot and edited films related to their chosen topics, which including themes like refugees, bullying, domestic violence and teen pregnancy. These films were exhibited at a film festival, and also published on social media. Through this process, I engaged in a critical ethnography to identify how this alternative program assisted in the development of active or justice-oriented citizens. In order to formulate these thoughts, I developed a series of research portraits that depicted telling moments from the program, as well as conducting interviews with the students involved and other stakeholders. Based on this data, I developed a framework for critical citizenship education that I have called Justice Pedagogy. Justice pedagogy describes an approach to civics and citizenship education that draws on critical pedagogy in order to encourage the development of justice-oriented citizenship. Justice pedagogy identifies six key features: experiential education, student-led, and action oriented learning, the role of school-community partnerships, the development of critical literacy and advocacy for systemic change. In order to navigate the challenges facing critical pedagogical approaches, justice pedagogy has also drawn on concepts from complexity theory (emergent learning, self-organising systems and distributed decision making).

33 citations