Antonio Gramsci’s impact on critical pedagogy

This paper provides an account of Antonio Gramsci’s impact on the area of critical pedagogy. It indicates the Gramscian influence on the thinking of major exponents of the field. It foregrounds Gramsci's ideas and then indicates how they have been taken up by a selection of critical pedagogy exponents who were chosen on the strength of their identification and engagement with Gramsci's ideas, some of them even having written entire essays on Gramsci. The essay concludes with a discussion concerning an aspect of Gramsci's concerns, the question of powerful knowledge, which, in the present author's view, provides a formidable challenge to critical pedagogues.peer-reviewe

A Time for Hope in Dark Times

Soon after the victory of Donald Trump in the U.S. presidential election a striking image appeared on a social media network. This was a photograph of a pavement advertisement board outside a bookshop. The board read: “Dystopian fiction now found in the political history section”. The end of history has not led to the clash of civilisations as much as the very conditions that may force one to ask with Nicholas Lash whether “a global conversation” is now even possible when non-agonistically disciplined relations become scarce and the ‘common’ of common interests or the common good is reduced to semantic nostalgia. A number of academic political analysists have developed Hannah Arendt’s notion of “dark times” in order to capture a sense of political conditions depictable in terms of concerns over the erasure of liberal democracy and the rise of an apocalyptic imagination. In this special edition on Hope in Dark Times, papers are invited that help wrestle with these crucial questions for the time

Militarization in the Age of the Pandemic Crisis

Copyright ©.The Authors 2020 We live at a time when the terrors of life suggests the world has descended into darkness. The COVID-19 crisis has created a dystopian nightmare which floods our screens and media with images of fear. Bodies, doorknobs, cardboard packages, plastic bags, and the breath we exhale and anything else that offers the virus a resting place is comparable to a bomb ready to explode resulting in massive suffering and untold deaths. We can no longer shake hands, embrace our friends, use public transportation, sit in a coffee shop, or walk down the street without experiencing real anxiety and fear. We are told by politicians, media pundits, and others that everyday life has taken on the character of a war zone. [Available at: https://www.e-ir.info/2020/04/22/militarization-in-the-age-of-the-pandemic-crisis/ All content on the website (with the exception of images) is published under the following Creative Commons License (https://creativecommons.org/licenses/by-nc/4.0/)

Pedagogía Crítica en la Era del Autoritarismo: Desafíos y Posibilidades

The discourse of authoritarianism and the echoes of a fascist past resurface.In this context, higher education, beyond favoring practices of freedom, has become an instrumentalized institution in order to reproduce and legitimize dynamics of domination. This article questions this reactionary form of educational and pedagogical action, particularly in its neoliberal version. At the same time, it explores how education can provide the theoretical and practical foundations to rethink its own purpose, together with the very nature of politics. In this sense, this article proposes that education and politics are completely inseparable dimensions

Going to the exclusive show : exhibition strategies and moviegoing memories of Disneys animated feature films in Ghent (1937-1982)

This is a case study of the exploitation and experience of Disney's animated feature films from the 1930s to the 1980s in Ghent (Belgium). It is a historical study of programming practices and financial strategies which constructed childhood memories on watching Disney. The study is a contribution to a historical understanding of the implications of global distribution of film as cultural products and the counter pull of localism. Using a multi-method approach, the argument is made that the scarce screenings were strategically programmed to uplift the moviegoing experience into something out of the ordinary in everyday life. Programming and revenue data characterize the screenings as exclusive and generating high intakes. Consequently, the remembered screenings did not exhale an easy accessible social status nor an image of pervasiveness of popular childhood film, contradictory to conventional accounts of Disney's ubiquity in popular culture

Learning from a fool: searching for the 'unmanaged' context for radical learning

Drawing on the existing theorizing of organizational learning from a radical perspective, this article attempts to problematize such notion of learning and position it within the existing organizational contexts informed by divergent types of rationality. The study scrutinizes these frameworks with a view to reflect on the potentiality for radical learning to occur within them. In this vein, the conceptual analysis of non-technical and non-marginal notions, namely, ‘spirituality’, ‘luck’ and ‘wisdom’, in different modes of rationality is conducted. This article demonstrates that since the conceptual inclusiveness is entailed by the specificity of sensemaking mechanisms, which these modes employ, the analysed notions can be approached as their litmus paper. The functionalist rationality types are found to be incommensurate with exigencies of the radical context for learning. In pursue of the conducive area for radical learning, the notions of unmanaged organization and the technology of foolishness provide the theoretical frame for the study, and their joint sensemaking context is discussed using examples. This unmanaged space driven by inclusive foolishness is recognized as one that enables the liminal sensemaking processes conducive for radical learning to occur

Re-vitalizing the American Feminist-Philosophical Classroom: Transformative Academic Experimentations with Diffractive Pedagogies

This chapter touches upon the damaging impact of neoliberal reason on institutions of higher education, and my efforts as a teacher to help turn things around by re-vitalizing the classroom. After a critique of current neoliberal ‘borderline times’, the chapter takes the reader on a journey of diffractive re-imaginings in which I share some of my experiences of co-learning with undergraduates in an American feminist-philosophical classroom. My central argument is that the neoliberalism-induced crisis in education can be affirmatively counteracted through experimentations with various posthuman and new materialist theories, and the Harawayan-Baradian methodology of diffraction in particular. Furthermore, informed by the impression that theory and pedagogical praxis go hand in hand in many contemporary feminist new materialisms, I zoom in on daily acts of resistance against the neoliberal corporatization of the American university, acts that actualized themselves as feminist new materialist pedagogies. Three examples of diffractive pedagogical strategies are then discussed in detail

Young girls embodied experiences of femininity and social class

Based on research with middle-upper class 12-13 year old school girls, we discuss how femininities were embodied and discursively reconstructed in class-based ways. The data suggests the girls understood class antagonisms within the boundaries of neoliberal discourses of responsibilisation, self-discipline, self-worth, and ‘proper’ conduct and choices. With class stripped of any structural or structuring properties, instead imparted to the fleshy sinews of the (excessive) body, the data reveals how social class was made visible and manifest in various mechanisms of, and meanings about, inclusion, exclusion, pathology and ‘normalisation.’ Thus, in explicating the ways in which the school girls embodied middle-class femininity (as the epitome of localised and everyday neoliberalism) we highlight how, in turn, ‘others’ (‘chavs’) were pathologised and deemed in need of regulation, management and governance