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: The authors explored the second chance myth that surrounds the role of adult education in society and argued that recent developments in educational policy-making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic.
Abstract: This article explores the 'second chance' myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy-making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic. This has important implications for adult education, especially equality of opportunity and social inclusion
63 citations
TL;DR: In this article, the authors discuss three kinds of contemporary young masculinities in Indonesia: tough, hard and heroic, and conclude that these three identifiable discourses of lived masculinity correspond to some dominant images of men circulating in the Indonesian media.
Abstract: This article is on three kinds of contemporary young masculinities in Indonesia. Proceeding through a discussion of three composite profiles of young men assembled from fieldwork data, the argument is made that these three identifiable discourses of lived masculinity correspond to some dominant images of men circulating in the Indonesian media. Theoretically, these seem to be new or alternative constructions of masculinity, if considered against the men's studies literature. Yet there is evidence that these persuasive new forms of cultural leadership for young Indonesian men still constitute a configuration of hegemonic masculinity, even though the patriarchal bapak stereotype is challenged. It is concluded that young men in Indonesia are under various kinds of pressure: to become a good citizen and dependable provider for the family on the one hand, and on the other hand, to match the fantasy images of global ‘hypermasculinity’ – tough, hard and heroic. To a certain extent this applies in both the secula...
63 citations
Cites background from "Selections from the prison notebook..."
...In any struggle for hegemony, counter-hegemonic positions and leaders emerge to challenge the status quo of the time (Gramsci 1971: 495)....
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TL;DR: Freedman argues that such dialogue cannot realistically occur in educational situations where the teacher remains in an institutionalized position of power and proposes three ways to align the practice more closely with democratic principles.
Abstract: In this article, Eric Freedman examines the extent to which critical pedagogy can be considered a democratic form of education. Comparing Paulo Freire's notion of dialogue to Jurgen Habermas's "ideal speech situation," Freedman argues that such dialogue cannot realistically occur in educational situations where the teacher remains in an institutionalized position of power. This argument opens critical pedagogy to the charge of indoctrination. The author thus proposes three ways to align the practice more closely with democratic principles. The first is to employ a democratic procedure to develop school curriculum whenever possible. The second is to present multiple, competing positions on each social issue students are to discuss. Freedman's final suggestion is to train students in a method of analyzing these competing positions that helps shed light on the causes of social inequalities.
62 citations
Dissertation•
01 Jun 2019
61 citations
Cites background from "Selections from the prison notebook..."
...Hegemony may be understood as a negotiated consensus between oppositional parties who settle on structured materialities in order to acquire and retain power (cf. Gramsci 1999; Sellnow 2010; Storey 2009)....
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...…as mirrors of the world, (re)presentations are typically studied with some intent to interpret and problematise the interactive relationship between (re)productions and consumptions, as well as between steering hegemonies of the ruling classes and consenting, subordinate classes (Gramsci 1999)....
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Journal Article•
TL;DR: The authors examines the use of blogs to mediate the experiences of citizens during a violent election in Zimbabwe, focusing specifically on how people disseminated and shared information about their tribulations under a regime that used coercive measures in the face of its crumbling hegemonic edifice.
Abstract: This article examines the use of blogs to mediate the experiences of citizens during a violent election in Zimbabwe. It focuses specifically on how people disseminated and shared information about their tribulations under a regime that used coercive measures in the face of its crumbling hegemonic edifice. The article frames these practices within theories of alternative media and citizen journalism and argues that digitisation has occasioned new counter-hegemonic spaces and new forms of journalism that are deinstitutionalised and deprofessionalised, and whose radicalism is reflected in both form and content. I argue that this radicalism in part articulates a postmodern philosophy and style as seen in its rejection of the elaborate codes and conventions of mainstream journalism. The Internet is seen as certainly enhancing the people's right to communicate, but only to a limited extent because of access disparities, on the one hand, and its appropriation by liberal social movements whose configuration is elitist, on the other. I conclude by arguing that the alternative media in Zimbabwe, as reflected by Kubatana's bloggers, lack the capacity to envision alternative social and political orders outside the neo-liberal framework. This, I contend, is partly because of the political economy of both blogging as a social practice and alternative media as subaltern spaces. Just as the bloggers are embedded to Kubatana's virtual space to self-publish, Kubatana is likewise embedded to a neo-liberal discourse that is traceable to its funding and financing systems.
61 citations
Cites background from "Selections from the prison notebook..."
...While Gramsci (1971) regards hegemony as particularly strong because it involves the willing and active consent of the dominated, he also believes that domination has to be constantly negotiated and renegotiated because ordinary people can still engage in a struggle over ideas and even mobilize…...
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