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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DOI•
01 Jan 1996
TL;DR: In this paper, the authors develop the concept of legal administrative field as a means to approach the issue of the gap between the theories of formal administrative law and the experience of practice in particular administrative settings, drawing upon the work of sociologist Pierre Bourdieu.
Abstract: This thesis suggests that it is impossible to consider any administrative agency in the abstract without losing important elements of the nature of the legal environment within which the agency operates. There is a large gap between the theories of formal administrative law and the experience of practice in particular administrative settings. Drawing upon the work of sociologist Pierre Bourdieu, the thesis develops the concept of the legal administrative field as a means to approach this issue. The use of Bourdieu's concepts of field, habitus and capital help to articulate and give a theoretical structure to a process and series of practices that are otherwise hard to identify or study. Two Alberta farm marketing boards, and certain specific legal issues faced by each board, are examined in detail and analyzed in terms of the concept of the legal administrative field. It is shown that for each board, the realm of what was 'legally possible' shifted despite the fact that there were no changes in the formal administrative law and that legal practice in these fields involves far more than the application of the principles of formal administrative law. The intersection of the principles and habitus of formal administrative law, the structure provided by the legislative and regulatory framework, and the respective capital and habitus of all the individuals, agents and agencies within the field all interact and these complex interactions are what structure the legal administrative fields and shape the shifts which occur within them. In the struggles of interpretation which occur in these fields an attempt to make a clear demarcation between the practice of law by lawyers and the administration of the system by administrators is inadequate; it simplifies and renders invisible much of the complex series of interactions in which the legal practitioner is a participant and which create the field in which he or she practices.
25 citations
Dissertation•
28 Nov 2007
TL;DR: In this paper, the problem of defining "colored" education was discussed and a consensus was reached on the concept of "coloured" education in South Africa, with respect, identity and ambiguity.
Abstract: ....................................................................................................................... ii Acknowledgements .....................................................................................................iii List of Figures ...........................................................................................................viii List of Tables............................................................................................................... ix Abbreviations ............................................................................................................... x Introduction .................................................................................................................. 1 I.1 Coming to the Research...................................................................................... 3 I.2 A Note on the Term ‘coloured’........................................................................... 4 I.3 Thesis Outline ..................................................................................................... 5 1. Historical Context .................................................................................................... 9 1.1 ‘Creating’ the ‘coloured’.................................................................................. 10 1.2 Reaching a consensus? The problem of defining ‘coloured’......................... 15 1.3 Laagering the ‘coloured’ .................................................................................. 19 1.3.1 Political Expressions ................................................................................. 20 1.3.2 Spatial and Social Distancing.................................................................... 22 1.3.3 Passing for White ...................................................................................... 25 1.4 Educating Race The development of ‘coloured’ education........................... 27 1.4.1 Pre-colonial and colonial education policy............................................... 29 1.4.2 Union Education Policy ............................................................................ 33 1.4.3 Apartheid Education Policy ...................................................................... 35 1.4.4 The Ending of Apartheid Education ......................................................... 42 1.5 Retaining Race: The failure of non-racialism .................................................. 47 2 Defining Respect ..................................................................................................... 49 2.1 What is Respect? .............................................................................................. 50 2.2 Contextualising Respect................................................................................... 53 2.3 Respect and Habitus......................................................................................... 54 2.4 Respect in South Africa ................................................................................... 56 2.5 Respect and Schooling ..................................................................................... 60 2.6 Respect, Identity and Ambiguity...................................................................... 63 2.6.1 The Role of Mimicry................................................................................. 64 2.6.2 The Possibility of Ambivalence ................................................................ 65 2.6.3 Ambivalence, Respect, and Elusive Identities .......................................... 67 2.7 Combining respect, identity and education...................................................... 69 2.7.1 Education as Research Site ....................................................................... 70 3. The Research Process............................................................................................. 77 3.1 Research spaces – fieldwork sites .................................................................... 80 3.1.2 Moonglow High ........................................................................................ 83 3.1.3 Sun Valley High........................................................................................ 86 3.1.4 Starlight Primary ....................................................................................... 88 3.1.5 General Observations ................................................................................ 88 3.2 Methodology: Researcher, Teacher, Coach, Student, Friend, and Guest ........ 89 3.2.1 Background ............................................................................................... 89 3.2.2 Data Collection.......................................................................................... 93 3.2.3 The Accepted Incompetent ....................................................................... 97 4. Those who could, taught: Education as a Prestigious and Respected Profession in the Apartheid Era ..................................................................................................... 102
25 citations
Book•
09 Apr 2015
TL;DR: Martial arts studies as mentioned in this paper assesses the multiplicity and heterogeneity of possible approaches to martial arts studies, exploring orientations and limitations of existing approaches, and makes a case for constructing the field of martial art studies in terms of key coordinates from post-structuralism, cultural studies, media studies, and post-colonialism.
Abstract: The phrase “martial arts studies” is increasingly circulating as a term to describe a new field of interest But many academic fields including history, philosophy, anthropology, and Area studies already engage with martial arts in their own particular way Therefore, is there really such a thing as a unique field of martial arts studies? Martial Arts Studies is the first book to engage directly with these questions It assesses the multiplicity and heterogeneity of possible approaches to martial arts studies, exploring orientations and limitations of existing approaches It makes a case for constructing the field of martial arts studies in terms of key coordinates from post-structuralism, cultural studies, media studies, and post-colonialism By using these anti-disciplinary approaches to disrupt the approaches of other disciplines, Martial Arts Studies proposes a field that both emerges out of and differs from its many disciplinary locations
25 citations
Cites background from "Selections from the prison notebook..."
...Namely: academic interpretations feed both from and back into wider cultural discourses (Gramsci 1971; Althusser 1977; Bowman 2008a). thE truth of DisCoursE According to Henning, in the passage quoted above, academic interpretations should not be based on cultural discourses, whether ‘common…...
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...Namely: academic interpretations feed both from and back into wider cultural discourses (Gramsci 1971; Althusser 1977; Bowman 2008a)....
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TL;DR: In this article, the authors propose a concept of technology appropriation as a means of ideological repurposing of technology in a de-growing economy, with an emphasis on the strategy of habilitation.
25 citations
Book•
21 Feb 2019TL;DR: Sadeghi-Boroujerdi as discussed by the authors examines the rise and evolution of reformist political thought in Iran and analyses the complex network of publications, study circles, and think-tanks that encompassed a range of prominent politicians and intellectuals in the 1990s.
Abstract: The death of the Islamic Republic's revolutionary patriarch, Ayatollah Khomeini, the bitter denouement of the Iran-Iraq War, and the marginalisation of leading factions within the political elite, in tandem with the end of the Cold War, harboured immense intellectual and political repercussions for the Iranian state and society. It was these events which created the conditions for the emergence of Iran's post-revolutionary reform movement, as its intellectuals and political leaders sought to re-evaluate the foundations of the Islamic state's political legitimacy and religious authority. In this monograph, Sadeghi-Boroujerdi, examines the rise and evolution of reformist political thought in Iran and analyses the complex network of publications, study circles, and think-tanks that encompassed a range of prominent politicians and intellectuals in the 1990s. In his meticulous account of the relationships between the post-revolutionary political class and intelligentsia, he explores a panoply of political and ideological issues still vital to understanding Iran's revolutionary state, such as the ruling political theology of the 'Guardianship of the Jurist', the political elite's engagement with questions of Islamic statehood, democracy and constitutionalism, and their critiques of revolutionary agency and social transformation.
25 citations