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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TL;DR: In this article, Sraffa's critical role in contemporary philosophy through his pivotal influence on Wittgenstein is investigated, focusing on the way SraFFa changed the nature of the questions asked, rather than seeking different answers to already established questions.
Abstract: Two distinct but interrelated issues are investigated here The first concerns Sraffa's critical role in contemporary philosophy through his pivotal influence on Wittgenstein The intellectual origins of this profound influence can be traced to the philosophical interests of the activist political circle in Italy (clustered around the journal L'Ordine Nuovo) to which both Sraffa and Antonio Gramsci belonged The second inquiry concerns the influence of Sraffa's philosophical views on his economics Sraffa's economic contributions can be much better understood by paying attention to the way Sraffa changed the nature of the questions asked, rather than seeking different answers to already established questions
98 citations
TL;DR: The authors examines the political rationale of the "model minority" stereotype about Asian Americans and its ramifications on education and concludes that Asians succeed by merit (strong family, hard work, and high regard for education).
Abstract: This article examines the political rationale of the “model minority” stereotype about Asian Americans and its ramifications on education. Created by white elites in the 1960s as a device of political control, the model minority stereotype continues to serve the larger conservative restoration in American society today. By over-emphasizing Asian American success and misrepresenting it as proof of the perceived equal opportunity in American society, proponents of the stereotype downplay racism and other structural problems Asians and other minority groups continue to suffer. The theory that Asians succeed by merit (strong family, hard work, and high regard for education) is used by power elites to silence the protesting voices of racial minorities and even disadvantaged Whites and to maintain the status quo in race and power relations. In education, the model minority thesis has always supported conservative agendas in school reform. Now it goes hand in hand with the meritocracy myth and promotes education...
98 citations
Cites background from "Selections from the prison notebook..."
...Gramsci (Hoare & Smith, 1971) informs us, a ruling class forms and maintains its hegemony and political power by creating cultural and political consensuses through political parties, the media, schools, and other voluntary associations....
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TL;DR: The socio-ecological implications of the diversion of fixed capital into the built environment have been insufficiently developed by Harvey and others as discussed by the authors, and neither Harvey nor Smith emphasized the role of political struggle and contestation as internal to the formation of spatial fixes and the production of nature.
Abstract: In this article, and the companion piece that follows, we develop an account of the socioecological fix. Our concern is to explore the ways in which crises of capitalist overaccumulation might be displaced through spatial fixes that result in the production of nature. We review Harvey's theory of the spatial fix, with emphasis on his model of capital switching, noting that the socioecological implications of the diversion of fixed capital into the built environment have been insufficiently developed by Harvey and others. We invoke Smith's writings on the production of nature to help fill this lacuna but note that Smith did not discuss the spatial fix vis-a-vis the production of nature explicitly. Moreover, neither Harvey nor Smith emphasized the role of political struggle and contestation as internal to the formation of spatial fixes and the production of nature, respectively. We draw on O'Connor's theory of ecological contradiction along with Katz and other feminist political economists who emphasized th...
97 citations
Cites methods from "Selections from the prison notebook..."
...Following the likes of Gramsci (1971) and others drawing on his work (Hall, Lumley, and McLennan 1977; Thomas 2009; Rehmann 2014), we understand ideologies not as merely abstract and sometimes illusory if not fanciful ideas, but as material forces in and of themselves constituted in lived practices…...
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TL;DR: The notion of civil society should be conceptualized as a realm of solidarity, a ''we-ness'' that simultaneously affirms the sanctity of the individual and these individuals' obligations to the collectivity.
Abstract: Emerging from recent social and political struggles, the notion of `civil society' can and should be transformed into a sociological concept on both the theoretical and empirical level. This means going beyond the Marxist and social democratic understandings of civil society as a world of selfish economic interests, on the one hand, and beyond the liberal equation of civil society with legal protections of individual rights, on the other. Civil society should be conceptualized as a realm of solidarity, a `we-ness' that simultaneously affirms the sanctity of the individual and these individuals' obligations to the collectivity. The solidary sphere, in principle and in practice, can be differentiated not only from markets and states but from such other noncivil spheres as religion, family and science. Yet differentiation does not preclude tension and conflict over boundaries. Civil solidarity is `compromised' and `distorted' by these boundary relations, and also by competing, more primordial definitions of ...
97 citations
28 Sep 2010
TL;DR: Sandlin et al. as mentioned in this paper explored consumption's pedagogy and envisioned a critical Pedagogy of consumption-living and learning in the Shadow of the "shopocalypse," and found that the consumer culture is an ecopedagogical issue.
Abstract: Chapter 1: Introduction: Exploring Consumption's Pedagogy and Envisioning a Critical Pedagogy of Consumption-Living and Learning in the Shadow of the "Shopocalypse," Jennifer A. Sandlin, Arizona State University and Peter McLaren, UCLA Part I: Education, Consumption, and the Social, Economic, and Environmental Crises of Capitalism Chapter 2: Rootlessness, Reenchantment and Educating Desire: A Brief History of the Pedagogy of Consumption, Michael Hoechsmann, McGill University, Montreal, Canada Chapter 3: Consuming Learning, Robin Usher, RMIT University, Melbourne, Australia Chapter 4: Producing Crisis: Green Consumerism as an Ecopedagogical Issue, Richard Kahn, University of North Dakota Chapter 5: Teaching Against Consumer Capitalism in the Age of Commercialization and Corporatization of Public Education, Ramin Farahmandpur, Portland State University Part II: Schooling the Consumer Citizen Chapter 6: Schooling for Consumption, Joel Spring, Queens College and Graduate Center, City University of New York Chapter 7: Schools Inundated in a Marketing-Saturated World, Alex Molnar, Arizona State University, Faith Boninger, Arizona State University, Gary Wilkinson, University of Hull, England and Joseph Fogarty, Corballa National School, Sligo, Ireland and Chairperson of the Campaign for Commercial-Free Education Chapter 8: Exploring the Privatized Dimension of Entrepreneurship Education and its Link to the Emergence of the College Student Entrepreneur, Matthew M. Mars, McGuire Center of Entrepreneurship, University of Arizona Chapter 9: Framing Higher Education: Nostalgia, Entrepreneurship, Consumerism and Redemption, Gustavo E. Fischman, Arizona State University and Eric Haas, WestEd, Oakland, CA Chapter 10: Politicizing Consumer Education: Conceptual Evolutions, Sue L. T. McGregor, Mount St. Vincent University, Halifax, Canada Part III: Consumption, Popular Culture, Everyday Life, and the Education of Desire Chapter 11: Consuming the All-American Corporate Burger: McDonald's "Does It All For You," Joe L. Kincheloe Chapter 12: Barbie: The Bitch Can Buy Anything, Shirley R. Steinberg, McGill University, Montreal, Canada Chapter 13: Consuming Skin: Dermographies of Female Subjection and Abjection, Jane Kenway, Monash University, Victoria, Australia and Elizabeth Bullen, Deakin University, Victoria, Australia Chapter 14: Happy Cows and Passionate Beefscapes: Nature as Landscape and Lifestyle in Food Advertisements, Anne Marie Todd, San Jose State University Chapter 15: Creating the Ethical Parent-Consumer Subject: Commerce, Moralities and Pedagogies in Early Parenthood, Lydia Martens, Keele University, UK Chapter 16: Chocolate, Place, and a Pedagogy of Consumer Privilege, David A. Greenwood, Washington State University Part IV: Unlearning Consumerism through Critical Pedagogies of Consumption: Sites of Contestation and Resistance Chapter 17: Re-Imagining Consumption: Political and Creative Practices of Arts-Based Environmental Adult Education, Darlene E. Clover, University of Victoria, Canada and Katie Shaw, University of Victoria, Canada Chapter 18: Using Cultural Production to Undermine Consumption: Paul Robeson as Radical Cultural Worker, Stephen D. Brookfield, University of St. Thomas, Minneapolis, MN Chapter 19: Beyond the Culture Jam, Valerie Scatamburlo-D'Annibale, University of Windsor, Ontario, Canada Chapter 20: Global Capitalism and Strategic Visual Pedagogy, David Darts, New York University and Kevin Tavin, The Ohio State University Chapter 21: Turning America Into a Toy Store, Henry A. Giroux, McMaster University Chapter 22: United We Consume? Artists Trash Consumer Culture and Corporate Green Washing, Nicolas Lampert, Visual Artist, JustSeeds Visual Resistance Artists' Cooperative List of Contributors
96 citations
Cites background from "Selections from the prison notebook..."
...Critical pedagogy must always keep in mind Gramsci‟s advice about using the tools of philosophy for progressive causes (Gramsci, 1971)....
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