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

Challenging the orthodoxy: union learning representatives as organic intellectuals

Teacher education and continuing professional development have become a key areas of controversy in England since the period of school sector restructuring following the 1988 Education Reform Act. More recently teacher training and professional development have often been used to promote and reinforce a narrow focus on the government’s ‘standards agenda’. However, the emerging discourse of ‘new professionalism’ has raised the profile of professional development in schools, and together with union learning representatives, there are opportunities to secure real improvements in teachers’ access to continuing professional development. This paper argues however that union learning representatives must go beyond advocating for better access to professional development and should raise more fundamental questions about the nature of professional development and the education system it serves. Drawing on Gramsci’s notion of the ‘organic intellectual’, the paper argues that union learning representatives have a key role as organisers of ideas – creating spaces in which the ideological dominance of current policy orthodoxy might be challenged

Education and articulation: Laclau and Mouffe’s radical democracy in school

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities

Lifelong learning and schools as community learning centres : key aspects of a national curriculum draft policy framework for Malta

The island of Malta has been engaged in policy document formulations for curriculum renewal in the country’s educational system (4-16 years of age) since 1988 when the first National Minimum Curriculum (henceforth NMC) was launched (Wain, 1991; Borg et al, 1995). In 1999 a revamped NMC (Ministry of Education, 1999) was developed following a long process of consultation involving various stages and stakeholders. It was a compromise document (Borg & Mayo, 2006) which emerged as a result of reactions to a more radical and coherent draft document produced in 1988. Both curricular documents were subject to debates and critiques (Wain, 1991; Darmanin, 1993; Borg et al, 1995; Giordmaina, 2000; Borg and Mayo, 2006). More recently a series of volumes providing guidelines, key principles and aims for a national curriculum framework (henceforth NCF) have been produced (MEEF, 2011a,b,c,d) and are currently the target of debate and the focus of reactions by various stakeholders in education including teachers who were asked to read the volumes and provide reactions in the form of answers to a set questionnaire. In this paper, I will focus on one aspect of the documents, the first of its three aims: ‘Learners who are capable of successfully developing their full potential as lifelong learners.’ It is that aspect of the framework documents that falls within the purview of the title for this special issue. The use of this notion attests to the influence of the EU’s policy communications on member states, Malta having joined the Union in 2004 (Mayo, 2007).peer-reviewe

From Passive to Radical Revolution in Venezuela’s Populist Project

In December 2001, Hugo Chávez and others changed Venezuela’s Bolivarian revolutionary project, which consisted of replacing a corrupt and elitist constitution with a fair and popular one, into a radical one. In its early stages the project corresponded to what Gramsci called a “passive revolution.” Attempts by opposition forces to crush the construction of a new populist hegemony (a coup in April 2002 and an indefinite strike in December 2002) were met with popular mobilization that reaffirmed Chávez’s hegemonic project. The radical revolution consisted of social programs designed to alleviate the suffering of the poor and consolidated a new hegemonic structure among Venezuela’s lower classes. The concept of “radical revolution” provides a theoretical alternative for assessing the extent to which a political project can be described as populist

Research ethics in an unethical world: the politics and morality of engaged research

This article explores ethical dilemmas in researching the world of work. Recent contributions to WES have highlighted challenges for engaged research. Based on the emancipatory epistemologies of Bourdieu, Gramsci and Burawoy, the authors examine moral challenges in workplace fieldwork, question the assumptions of mainstream ethics discourses and seek to identify an alternative approach. Instead of an ethics premised on a priori, universal precepts that treasures academic neutrality, this article recognises a morality that responds to the social context of research with participation and commitment. The reflection in this study is based on fieldwork conducted in the former Soviet Union. Transformation societies present challenges to participatory ethnography but simultaneously provide considerable opportunities for developing an ethics of truth. An approach that can guide engaged researchers through social conflict’s ‘messy’ reality should hinge on loyalty to the emancipation struggles of those engaged in it

A Climate for Change? Critical Reflections on the Durban United Nations Climate Change Conference

Despite more than 15 years of high level efforts led by the United Nations to broker a binding agreement on emissions reduction, negotiations at every annual meeting have failed to establish a global agreement mainly due to significant disagreements between industrialized and developing countries over differentiated responsibilities in reducing emissions. In this paper I describe my experiences as a participant-observer at the 17th United Nations Climate Change summit held in Durban, South Africa during December 2011. I provide a critical analysis of the political economy of climate change and discuss power dynamics between market, state and civil society sectors as well as the shifting geopolitics that marks the emergence of China and India as major players in the climate change arena

Theorising Disability: Beyond Common Sense

This article seeks to introduce the topic of disability to political theory via a discussion of some of the literature produced by disability theorists. The author argues that these more radical approaches conceptualise disability in ways that conflict with ‘common-sense’ notions of disability that tend to underpin political theoretical considerations of the topic. Furthermore, the author suggests that these more radical conceptualisations have profound implications for current debates on social justice, equality and citizenship that highlight the extent to which these notions are also currently underpinned by ‘common-sense’ notions of ‘normality’

Learning masculinities in a Japanese high school rugby club

This paper draws on research conducted on a Tokyo high school rugby club to explore diversity in the masculinities formed through membership in the club. Based on the premise that particular forms of masculinity are expressed and learnt through ways of playing (game style) and the attendant regimes of training, it examines the expression and learning of masculinities at three analytic levels. It identifies a hegemonic, culture-specific form of masculinity operating in Japanese high school rugby, a class-influenced variation of it at the institutional level of the school and, by further tightening its analytic focus, further variation at an individual level. In doing so this paper highlights the ways in which diversity in the masculinities constructed through contact sports can be obfuscated by a reductionist view of there being only one, universal hegemonic patterns of masculinity