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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16 Mar 2018TL;DR: The forum on Jesse Goldstein's Planetary Improvement: Clea... as discussed by the authors is a forum dedicated to the discussion of planetary improvement and its application in the field of astronomy. But it is not specifically focused on astronomy.
Abstract: Jesse Goldstein. Cambridge, MA: MIT Press, 2018. 232 pp., figures, index. $25.00 paper (ISBN 9780262535076).We are delighted to introduce this forum on Jesse Goldstein's Planetary Improvement: Clea...
50 citations
Cites background from "Selections from the prison notebook..."
...Planetary Improvement inspired me to think of green capitalism as a form of what Gramsci (1971) called “common sense”, consistent with popular conceptions of the world shaped by everyday experience and by traditional, widely accepted, and conventional wisdom or self-evident “truth....
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...Planetary Improvement inspired me to think of green capitalism as a form of what Gramsci (1971) called “common sense”, consistent with popular conceptions of the world shaped by everyday experience and by traditional, widely accepted, and conventional wisdom or self-evident “truth.”...
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TL;DR: In this article, the authors argue that a comprehensive construct of sociological enquiry in education must include engagement with specific faith-based educational systems in various settings, and the analysis presented here attempts to advance that process of engagement by examining, both theoretically and empirically, the role of contemporary Catholic schooling and its relations with class, inequality and social reproduction from an international perspective.
Abstract: This article is based upon the assumption that a comprehensive construct of sociological enquiry in education must include engagement with specific faith-based educational systems in various settings. The analysis presented here attempts to advance that process of engagement by examining, both theoretically and empirically, the role of contemporary Catholic schooling and its relations with class, inequality and social reproduction from an international perspective. The article outlines some critical perspectives on traditional Catholic culture and education using concepts drawn from the work of Gramsci and of Bourdieu. The transformative potential of the Second Vatican Council (1962-1965) is then discussed, followed by a consideration of contemporary empirical studies of Catholic schooling. Throughout the analysis, Gramsci's concept of an ideological 'war of position' is applied to the internal relations of the Catholic Church and of Catholic education internationally. The need for further research into t...
50 citations
Cites background from "Selections from the prison notebook..."
...…‘The Intellectuals’, Gramsci argued that ‘all men (sic) are intellectuals ... but not all men have in society the function of intellectuals’ and made the important observation that ‘school is the instrument through which intellectuals of various levels are elaborated’ (Gramsci, 1978, pp. 9-10)....
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...Research on such provision and on its relative effectiveness has been undertaken in a series of studies, including Vitullo-Martin (1979), Cibulka et al (1982), Greeley (1982), Raudenbush & Bryk (1986), Coleman & Hoffer (1987), Convey (1992), Bryk et al (1993), O’Keefe (1996) and Oldenski (1997)....
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01 Jan 2019
TL;DR: Shane Patrick Avery as mentioned in this paper traces the connections among geography writing, print culture, and nationalism and suggests that the published geographies of Jedidiah Morse, Thomas Jefferson, Samuel Griswold Goodrich, Arnold Guyot, William Gilpin, George Perkins Marsh, Harriet Beecher Stowe, Albert Richardson, Clarence King, and John Wesley Powell created a popular discursive sense of equivalency between the physical landscape of a North American continent and the United States as a nationstate.
Abstract: Popular Geography Writing in America, 1783–1888” is an intellectual and cultural history that traces the connections among geography writing, print culture, and nationalism. It challenges the conventional historiographical paradigm that understands antebellum and postbellum periods in United States history as fundamentally discontinuous. The study suggests that the published geographies of Jedidiah Morse, Thomas Jefferson, Samuel Griswold Goodrich, Arnold Guyot, William Gilpin, George Perkins Marsh, Harriet Beecher Stowe, Albert Richardson, Clarence King, and John Wesley Powell created a popular discursive sense of equivalency between the physical landscape of a North American continent and the United States as a nationstate. POPULAR GEOGRAPHY WRITING IN AMERICA, 1783–1888 by Shane Patrick Avery B.A., State University of New York at Potsdam, 2006 M.A., Syracuse University, 2011 M.Phil., Syracuse University, 2015 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Syracuse University June 2019 Copyright © Shane Patrick Avery, 2019 All rights reserved
49 citations
TL;DR: In this paper, the authors provide a framework from which to critique orthodox assumptions about the processes of collaboration, especially in relation to the concepts of public space and power, and suggest implications for the genesis of a politics of connection leading to collective actions.
Abstract: The paper provides a framework from which to critique orthodox assumptions about the processes of collaboration, especially in relation to the concepts of public space and power. Key issues are the private-public distinction and the metaphor of ‘public space’. The critique is rooted in alternatives to orthodox, Liberal humanist political perspectives in philosophy and draws on real examples of collaboration. Some of these are from my own experiences of a number of small-scale, policy-oriented, research projects and evaluations, both commissioned and university-originated. Suggestions are made about implications for the genesis of a politics of connection leading to collective actions.
49 citations
TL;DR: In this paper, a conceptual model to frame the study was developed by combining elements of threshold concept theory and the educational research methodology, phenomenographic variation theory, to understand how students approach and internalise social justice as a perspective on engineering and/or develop their abilities to think critically.
Abstract: In recent times the need for educational research dedicated to engineering education has been recognised. This PhD project is a contribution to the development of engineering education scholarship and the growing body of engineering education research. In this project it was recognised that problem solving is a central activity to engineering. However, it was also recognised that the conditions for doing engineering are changing, especially in light of pressing issues of poverty and environmental sustainability that humanity currently faces, and as a consequence, engineering education needs to emphasise problem definition to a greater extent. One mechanism for achieving this, which has been adopted by some engineering educators in recent years, is through courses that explicitly relate engineering to social justice. However, creating this relationship requires critical interdisciplinary thinking that is alien to most engineering students. In this dissertation it is suggested that for engineering students, and more generally, engineers, looking at their practice and profession through a social justice lens might be seen as a threshold that needs to be crossed. By studying the variation present among students in three different courses at three different North American universities, the intention was to understand how students approach and internalise social justice as a perspective on engineering and/or develop their abilities to think critically. A conceptual model to frame the study was developed by combining elements of threshold concept theory and the educational research methodology, phenomenographic variation theory. All three of the courses studied operated on a similar basic pedagogical model, however, the courses were framed differently, with social justice in the foreground or in the background with the focus on, in one case, ethics and in the other, sustainability. All courses studied appeared to be successful in encouraging engineering students to engage in critical thinking and a similar general trend in the development of students’ conceptions of social justice was observed in each of the three courses. However, it does appear that if one is interested in developing an articulated understanding of social justice, with respect to engineering, that an explicit focus on social justice is preferable.
49 citations