Hegemony and Education Under Neoliberalism: Insights from Gramsci (Routledge Studies in Education and Neoliberalism)
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Based in a holistic exposition and appraisal of Gramsci’s writings that are of relevance to education in neoliberal times, this book--rather than simply applying Gramsci's theories to issues in education--argues that education constitutes the leitmotif of his entire oeuvre and lies at the heart of his conceptualization of the ancient Greek term hegemony that was used by other political theorists before him. Starting from this understanding, the book goes on to compare Gramsci's theories with those of later thinkers in the development of a critical pedagogy that can confront neoliberalism in all its forms.
explains why Gramsci insisted on the conscious, active, educational intervention of the workers’ party” (p. 303). This point was echoed in more recent times by John Holst, who analyses Gramsci’s exploration of the ‘altre vie’ (other ways) for education within the context of party work, the ‘Modern Prince’ and therefore coordinating force. As Holst (1999, 2001, 2010) underlines, it is fashionable these days, with the emphasis on social movements, to dilute or camouflage this aspect of Gramsci’s
introduction that “the argument here is not that capital in conditions of ‘globalization’ has escaped the control of the state and made the territorial state increasingly irrelevant. On the contrary, my argument is that the state is more essential than ever to capital, even, or especially, in its global form. The political form of globalization is not a global state but a system of multiple states, and the new imperialism takes its specific shape from the complex and contradictory relationship
workers’ education occurs outside the framework of state agencies. Gramsci’s work with the factory councils provides an historical case in point. In these educational venues, Gramsci advocated an approach characterised by praxis, that is, by the critical reflection on (gaining critical distance from) one’s world of action (including the workplace) for social transformation. This approach also underscores the collective dimension of learning and work that contrasts with the ‘ideology of
‘scientific’ displays (they center around the work of Cesare Lombroso, the 19th-century Italian criminologist and physician) concerning the constructed connection between the mental and physical characteristics of Southerners and their propensity toward criminality and savagery (Aprile, 2011, pp. 375–377), which brings to mind the kind of scientific racism exposed by Frantz Fanon in The Wretched of the Earth (1963, p. 296).15 It goes to show that such atrocities often had or were often accorded a
only one tenth in a billion of Muslims while Islam is a world religion, which therefore knows no ethnic boundaries. 24. See, for instance, Said in Viswanathan (2001, p. 211). 8 Antonio Gramsci and Paulo Freire Connections and Contrasts INTRODUCTION1 In these next two chapters, I shall attempt to consider parallels between Antonio Gramsci’s ideas and those of other more contemporary writers who adopt a critical approach to education and have made Neoliberalism the target of their criticisms