Titlebook: Antonio Gramsci: A Pedagogy to Change the World; Nicola Pizzolato,John D. Holst Book 2017 Springer International Publishing Switzerland 20

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https://doi.org/10.1007/978-3-319-22500-5erefore revolves around the nucleus of education and the perspective of the organisation of the masses. Secondly, the present work tries to highlight the concrete vision of education outlined by Gramsci in his ., as the direct derivation of his practical conception of human existence.

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Ophthalmologist

珊瑚

Lecture Notes in Computer Scienceng. On account of their traditions of political struggle and their intellectual role, teachers will undoubtedly be in the forefront of a new historical bloc, but a better understanding of working conditions and teachers’ subjectivity is required to their political mobilization

Nausea

Teachers as Salaried Intellectual Workers: Are They Part of the ‘Pueblo’? An Argentinean Perspectiveng. On account of their traditions of political struggle and their intellectual role, teachers will undoubtedly be in the forefront of a new historical bloc, but a better understanding of working conditions and teachers’ subjectivity is required to their political mobilization

集聚成團

Gramsci, Politics and Pedagogy: An Interpretative Framework,nd politics from the years of . to the more mature formulation of the . and assesses them in the light of some key voices in the historiography. The broader aim of this chapter is to expand the discussion of Gramsci and education to include formal, nonformal and informal forms and contexts of education.

眼界

A Pedagogy for Power: Antonio Gramsci and Luis Emilio Recabarren on the Educational Role of Working-this study is not to show mutual influence but, rather, to highlight the outstanding similarities in Gramsci’s and Recabarren’s views during the period covered. The chapter draws on Recabarren’s original writings that appeared in the Chilean working-class press between 1903 and 1924 and Gramsci’s pre-prison writings, from 1914 to 1926.

overhaul

Lei Zhang,Fengchun Tian,David Zhangnd politics from the years of . to the more mature formulation of the . and assesses them in the light of some key voices in the historiography. The broader aim of this chapter is to expand the discussion of Gramsci and education to include formal, nonformal and informal forms and contexts of education.

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