/library/oar/handle/123456789/44445 2025-12-22T17:11:18Z /library/oar/handle/123456789/44629 Title: Contents and notes on contributors Abstract: This document contains the contents and the contributors of the book Gramsci and educational thought. 2010-01-01T00:00:00Z /library/oar/handle/123456789/44594 Title: The revolutionary party in Gramsci’s pre-prison educational and political theory and practice Authors: Holst, John D. Abstract: It was during the summer of 1913 that Antonio Gramsci decided to apply for membership in the Italian Socialist Party, a membership that would be accepted by the end of the same year (Davidson, 1977, p. 63); he was 22 years old. This membership marked the beginning of Gramsci’s nearly 24 years of militancy (active membership) in revolutionary parties that would only end with his death on April 27, 1937. Gramsci’s militancy in the Italian Socialist Party (PSI) (1913– 1921) and the Communist Party of Italy (PCI) (1921–1937) included prolific writing and editorial staff work for several Socialist (Il Grido del Popolo, Avanti!, La Città Futura, L’Ordine Nuovo) and Communist papers (Lo Stato Operaio, L’Unità, L’Ordine Nuovo); the establishment of party educational initiatives (Club of Moral Life, PSI; School of Culture, PSI; Institute of Proletarian Culture, PSI; correspondence school, PCI); local and national party leadership positions culminating in his position of general secretary of the Communist Party of Italy; representation of the PCI on the executive committee of the Communist International (including extended stays in the Soviet Union (1922–1923) and Vienna (1923–1924); and successful candidacy to the Italian parliament as a member of the PCI. From 1915, when Gramsci definitively ended his university studies, his life was wholly dedicated to party work. 2010-01-01T00:00:00Z /library/oar/handle/123456789/44593 Title: Antonio Gramsci and feminism : the elusive nature of power Authors: Ledwith, Margaret Abstract: True to a philosophy of praxis, as well as to feminist pedagogy, the author began her inquiry in experience. It is short but apt, and traces the role of Gramsci in the development of the author's own political consciousness. The author's drive for consciousness came from dissonance in her own practice; an inner discomfort that the reality she witnessed around her was not founded on justice and democracy. At that time, the author was a classroom teacher who felt a certain discomfort at the young lives acted out before her eyes. She could see that the life chances of the children she taught were determined by their early experience far more than the innate ‘cleverness’ by which they were judged for academic success by the state. She could also see that the competitive nature of education reinforced a sense of failure in those whose self-esteem already faltered in the face of the harshness of their lives. 2010-01-01T00:00:00Z /library/oar/handle/123456789/44591 Title: Towards a political theory of social work and education (Translated by Florian Sichling with editing by Peter Mayo) Authors: Hirschfeld, Uwe Abstract: It seems reasonable to provide a rough outline of Gramsci’s thoughts. One must keep in mind that Gramsci provided not a Theory of Hegemony handbook but repeatedly revised notes; these fragments were not intended to be published but served mainly as a means of self-assurance. His notes therefore are not to be seen as a source for a final theory. Nevertheless his thoughts about a new concept of Marxism as a ‘philosophy of praxis’ can stimulate an analysis of one’s conditions: ‘the prison notes remain a painful document, not because they provide finished explanations, but because they bring up difficult and unresolved questions and an antidote against self-satisfaction.’ (Buttigieg, 1994, p. 554). 2010-01-01T00:00:00Z