By Peter Mayo
Established in a holistic exposition and appraisal of Gramsci’s writings which are of relevance to schooling in neoliberal instances, this book--rather than just using Gramsci's theories to concerns in education--argues that schooling constitutes the leitmotif of his whole oeuvre and lies on the middle of his conceptualization of the traditional Greek time period hegemony that was once utilized by different political theorists sooner than him. ranging from this realizing, the ebook is going directly to examine Gramsci's theories with these of later thinkers within the improvement of a severe pedagogy which can confront neoliberalism in all its varieties.
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Additional resources for Hegemony and Education Under Neoliberalism: Insights from Gramsci (Routledge Studies in Education and Neoliberalism)
Sample text
A chapter on this aspect of Gramsci’s oeuvre would be de rigueur in a book such as this. Here I will highlight an important point about education often overlooked in discussions concerning alternative and ‘emancipatory’ education. From the conceptualisation of the school discussed in this chapter, I will move to a contextually specific discussion, concerning Gramsci’s writing, around the issue of the Southern Question, a topic so dear to Gramsci’s heart. I will give this aspect of his writing a contemporary relevance as I deal with some key issues concerning the South in the context of neoliberal globalisation, namely issues of colonial legacies, industrial underdevelopment, the shifting and dislocation of Southern populations to suit neoliberal capitalist ends and some educational strategies, inspired by Gramsci’s writings, to combat the levels of exploitation involved.
D. Hirsch who used the ‘Gramscian argument’ to justify the kind of policies with which he is associated, justifying the study of a particular choice of texts said to impart cultural literacy as a reaction to the perceived ‘dumbing down’ of a too liberal curriculum. The critiques emerge primarily from Henry Giroux (2002), who takes on both Entwistle and Hirsch, acknowledging however the former’s research in the field and excellent interpretation of Gramsci in the area of adult education in contrast to Hirsch about whose position and ‘falsification’ or co-optation of Gramsci he is scathing.
325). And this unifying element or party had an important educational role. Apart from its role (Gramsci obviously had the Italian Communist Party in mind), under various political circumstances, in clamouring for specific schooling polices (Pruneri, 1999), the party was conceived of as an ‘educator’ having therefore a strong ethical function, just like the state (a point to be discussed in Chapter 3). Only thus can it lead, guide and help transform. For Gramsci, therefore, education, in its broadest sense, lies at the heart of hegemony; it is central to its workings.
