Gramsci and popular education in Latin America: from revolution to democratic transition

Morrow, Raymond A.; Torres, Carlos Alberto

doi:10.1016/s0738-0593(00)00039-0

Cited by 6 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is in part possible because the subaltern subject as student is not a ‘mechanical receiver’ of knowledge, Gramsci reminds us, but most significantly because her critical predispositions can be transform in a pedagogical relation that engages her at the level of her living experience (Gramsci, 1987: 35). This type of pedagogical relation ensures the making of counter-hegemony out of inner conviction and rational spontaneity rather than idolatry (Gramsci in Morrow and Torres, 2002: 184). Counter-hegemony as educational relationship between the simple (subaltern) and the intellectual (philosophy of praxis), provided it is based on the principle of reciprocal learning and critical pedagogy (i.e.…”

Section: Counter-hegemony As Learning and The Disciplining Of Intellectuals9mentioning

confidence: 99%

Theorist of Subaltern Subjectivity: Antonio Gramsci, Popular Beliefs, Political Passion, and Reciprocal Learning

Reed

2012

Critical Sociology

View full text Add to dashboard Cite

Some recent positions on Antonio Gramsci portray him as a vanguardist who outright rejects common sense and popular culture as playing a role in counter-hegemony or political resistance. This manuscript seeks to provide a corrective to these recent portrayals. It does so by accurately evaluating Gramsci’s position on the dialectical relationship subaltern (popular) beliefs have to counter-hegemony; by considering his bottom-up stance on the relationship organic intellectuals have to the subaltern; by focusing on his cutting edge position on ideological articulation; and in light of his articulations regarding the role of subaltern passion and subaltern-centered pedagogy for counter-hegemony. As a way to illustrate the significance of the subaltern for counter-hegemony, the potential of popular religion for counter-hegemony is explored.

show abstract

Section: Counter-hegemony As Learning and The Disciplining Of Intellectuals9mentioning

confidence: 99%

Theorist of Subaltern Subjectivity: Antonio Gramsci, Popular Beliefs, Political Passion, and Reciprocal Learning

Reed

2012

Critical Sociology

View full text Add to dashboard Cite

show abstract

“…However, Entwistle and other conservative education critics’ reading of Gramsci have been thoroughly and convincingly rebuffed (Buttigieg, 2002; Borg & Mayo, 2002; Giroux, 2002; Morrow & Torres, 2002). As we have seen in Gramsci's discussions of language education, he is well aware that subaltern groups cannot effectively struggle against dominant classes without knowledge of the tools and resources of education that are otherwise withheld from oppressed social groups.…”

Section: Gramsci's Critique Of the Fascist Education Actmentioning

confidence: 99%

Global English, Hegemony and Education: Lessons from Gramsci

Ives

2009

Educational Philosophy and Theory

View full text Add to dashboard Cite

Antonio Gramsci and his concept of hegemony are often invoked in current debates concerning cultural imperialism, globalisation and global English. However, these debates are rarely cognizant of Gramsci's own university training in linguistics, the centrality of language to his writings on education and hegemony, or his specific engagement with language politics in his own day. By paying much greater attention to Gramsci's writings on language and education, this article attempts to lay the groundwork for an adequate approach to the current politics of global English.While Gramsci may have left formal education and his studies in linguistics at Turin University as a young man to become a full time journalist and political activist, he certainly did not 'jettison' his study of language as is commonly implied. It has been widely accepted that Gramsci had an expansive conception of education which would curtail any suggestion that 'education' must be limited to formal schooling or university. Likewise, this article demonstrates the importance of Gramsci's lifelong analysis of language, its role in education and the development of hegemony. It argues that Gramsci's writings on language policy in Italy, specifically la questione della lingua [the language question] and his concern with linguistics, are an integral part of his approach to education and hegemony.

show abstract

“…O arcabouço teórico do autor é utilizado em vários campos do conhecimento como Educação (Morrow & Torres, 2001), História (Schecter, 1990), Sociologia (Kann, 1980). Em contabilidade, as ideias gramscianas são estudadas em duas grandes vertentes: o histórico (Ashraf, Muhammad & Hopper, 2019;Yee, 2009) e o hegemônico-ideológico (Chiapello, 2017;Zhang & Andrew, 2016;Spence, 2009).…”

Section: Introductionunclassified

Financial Reporting Como Instrumento Ideológico Para Fins Hegemônicos: Evidências Do Banco Do Brasil (1853–1902)

Sayed

2020

ASAA Journal

View full text Add to dashboard Cite

The central objective of our study is to demonstrate and analyze how the Brazilian ruling group took over the financial reporting and accounting itself as an ideological instrument and consequently of hegemonic control, by creating a reality that satisfies their material interests. The study unit is the Banco do Brazil between 1853 and 1902, period of many changes in social, economic and politics in the country. Based on the critical approach, in a historical study through primary documentary research, we use the theoretical platform of the Italian Marxist, Antonio Gramsci in his definitions of hegemony and ideology, especially. We intended to analyze specific accounting issues, especially the income calculation and the dividends distribution. The findings suggest that the Banco do Brazil during the golden period of national coffee production was used by the ruling group, seized by the state, for transferring resources to the bourgeoisie, contributing significantly to the economic and social inequality in our country. Specifically, through the interface between civil society and political society within the Brazilian State during the period studied. We suggest that the financial reporting and accounting itself are used as ideological controlling tools, but by containing these characteristics, additionally, they show the contradictions of the bourgeois-capitalist system.

show abstract

Gramsci and popular education in Latin America: from revolution to democratic transition

Cited by 6 publications

References 10 publications

Theorist of Subaltern Subjectivity: Antonio Gramsci, Popular Beliefs, Political Passion, and Reciprocal Learning

Theorist of Subaltern Subjectivity: Antonio Gramsci, Popular Beliefs, Political Passion, and Reciprocal Learning

Global English, Hegemony and Education: Lessons from Gramsci

Financial Reporting Como Instrumento Ideológico Para Fins Hegemônicos: Evidências Do Banco Do Brasil (1853–1902)

Contact Info

Product

Resources

About