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
Citations
More filters
Dissertation•
03 Dec 2018
48 citations
Cites background from "Selections from the prison notebook..."
...While Bourgeoisie class is replaced by hegemonic colonizers or ethnonational groups, the Proletariat are still the subjugated groups (e.g., the colonized societies, vulnerable/weak ethnic groups) (Fanon, 2004; Memmi, 1965; Gramsci, 1957; 1971; Cesaire, 1955)....
[...]
...Jeong (2006:186; 2000:33) and Gramsci (1971) agreed that the colonizer’s hegemonic system was maintained by the legitimization of institutionalized mode of structural violence....
[...]
TL;DR: This paper analyzed knowledge about ethnic minority groups, the dominant Han group, and the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China and found that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in all reviewed textbooks.
Abstract: This study critically analyzes knowledge about: (1) ethnic minority groups; (2) the dominant Han group; and (3) the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China. The analysis reveals that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in all reviewed textbooks. At the same time, ethnic minority groups are marginalized and the knowledge about them is incomplete and stereotypical. In addition, most of the knowledge about ethnic minorities are constructed and presented from the perspective of the Han people. The results indicate that the dominant ideology and unequal power relations are reflected and reinforced through the strategic construction, selection, and presentation of knowledge in textbooks. It also calls for a need to incorporate more accurate and complete knowledge in textbooks for students to develop a critical understanding of the society.
48 citations
Cites background from "Selections from the prison notebook..."
...Thus, the de facto socioeconomic inequality between Han and ethnic minorities is portrayed as being ‘normal’ and accepted and internalized by the Han students as ‘common sense’ (Gramsci 1971)....
[...]
...accepted and internalized by the Han students as ‘common sense’ (Gramsci 1971)....
[...]
...The power relations thus become hegemonic (Gramsci 1971)....
[...]
TL;DR: This meta‐ethnography examined the qualitative PIF literature from 2012 to 2019 to assess its capacity to shine light on the experiences of minoritised physicians.
Abstract: Objectives Professional identity formation (PIF) is a growing area of research in medical education. However, it is unclear whether the present research base is suitable for understanding PIF in physicians considered to be under-represented in medicine (URM). This meta-ethnography examined the qualitative PIF literature from 2012 to 2019 to assess its capacity to shine light on the experiences of minoritised physicians. Methods Data were gathered using a search of six well-known medical education journals for the term 'professional identit*' in titles, keywords, abstracts and subheadings, delineated with the date range of 2012-2019. All non-relevant abstracts were removed and papers were then further reduced to those that focused only on learners' experiences. This left 67 articles in the final dataset, which were analysed using a collaborative approach among a team of researchers. The team members used their professional expertise as qualitative researchers and personal experiences as minoritised individuals to synthesise and interpret the PIF literature. Results Four conceptual categories were identified as impacting PIF: Individual versus Sociocultural Influences; the Formal versus the Hidden Curriculum; Institutional versus Societal Values; and Negotiation of Identity versus Dissonance in Identity. However, a major gap was identified; only one study explored experiences of PIF in URM physicians and there was an almost complete absence of critical stances used to study PIF. Combined, these findings suggest that PIF research is building on existing theories without questioning their validity with reference to minoritised physicians. Conclusions From a post-colonial perspective, the fact that race and ethnicity have been largely absent, invisible or considered irrelevant within PIF research is problematic. A new line of inquiry is needed, one that uses alternative frameworks, such as critical theory, to account for the ways in which power and domination influence PIF for URM physicians in order to foreground how larger sociohistorical issues influence and shape the identities of minoritised physicians.
48 citations
TL;DR: The authors describes a moral panic in 1998-2000 about "ethnic gangs" in Sydney's south-western suburbs and analyses its ideological construction of the links between ethnicity, youth and crime, which misread, oversimplify and misrepresent complex and class-related social realities as racial, and the common-sense sharing of these understandings, representations and practices by “mainstream” media, police and vocal representatives in state, local and ethnic politics.
Abstract: This article details a moral panic in 1998–2000 about “ethnic gangs” in Sydney's south-western suburbs and analyses its ideological construction of the links between ethnicity, youth and crime. It documents the racisms of labelling and targeting of immigrant young people which misread, oversimplify and misrepresent complex and class-related social realities as racial, and the common-sense1 sharing of these understandings, representations and practices by “mainstream” media, police and vocal representatives in state, local and “ethnic” politics. The data used in this analysis are largely comprised of English-language media extracts, press, radio, television — both commercial and government-funded; and national, state and local in circulation, supplemented by interview material, from an ethnographic pilot study, with Lebanese-Australian youth, Lebanese immigrant parents, ethnic community workers, community leaders and police.
48 citations
14 Sep 2018
TL;DR: The Conversations on Embodiment Across Higher Education brings a cohesive overstanding to congruent approaches by drawing on discussions between academics to explore how they have used embodiment in their work as discussed by the authors.
Abstract: However, it is a contested term, and the literature is fragmented, particularly within Higher Education. This has resulted in silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Conversations on Embodiment Across Higher Education brings a cohesive overstanding to congruent approaches by drawing on discussions between academics to explore how they have used embodiment in their work. This book brings academics from fields including dance, drama, education, anthropology, early years, sport, sociology and philosophy together, to begin conversations on how their understandings of embodiment have impacted on their teaching, practice and research. Each chapter explores an aspect of embodiment according to a particular disciplinary or theoretical perspective, and begins a discussion with a contributor with another viewpoint. This book will appeal to academics, researchers and postgraduate students from a diverse range of disciplinary areas, as evidenced by the backgrounds of the contributors. It will be of particular interest to those in the fields of education, sociology, anthropology, dance and drama as well as other movement or body-orientated professionals who are interested in the ideas of embodiment.
48 citations