Dedication	6
	Foreword	7
	References	9
	Preface	10
	References	13
	Acknowledgements	14
	Contents	15
	Abbreviations for English Translationsof Gramsci’s Writings	17
	Pre-prison Writings	17
	Prison Writings	17
	Chapter 1: Gramsci, Politics and Pedagogy: An Interpretative Framework	19
	1.1 Gramsci the Pedagogist: The Early Years	21
	1.2 Political Education in the ‘New Order’	29
	1.3 The Prison Years: Education as a Relationship of Hegemony	35
	1.4 Gramsci’s Legacy to Critical Pedagogy and Radical Adult Education	40
	References	46
	Part I: Understanding Gramsci and Education	51
	Chapter 2: Gramsci, Hegemony and Educational Politics	52
	2.1 Introduction: Italy’s Contribution to Critical Education Praxis	52
	2.2 Reading Gramsci Holistically	53
	2.3 Education and the Integral State	55
	2.4 Broad Range of Educators	58
	2.5 The Question of Content	60
	2.6 Conclusion	62
	References	63
	Chapter 3: Culture, Education and Political Leadership in Gramsci’s Thought	65
	3.1 Culture as a ‘Worldview’	66
	3.2 Education: A Synthesis of Knowledge, Historical Consciousness and Practice	70
	3.3 Political Leadership as an Educational Activity	77
	References	82
	Chapter 4: The Pedagogy of Praxis and the Role of Education in the Prison Notebooks	83
	4.1 Introduction	83
	4.2 A Pedagogical Obsession	84
	4.3 Praxis and Pedagogy	87
	4.4 The Educational Model	90
	4.5 By Way of Conclusion	97
	References	100
	Part II: Using a Gramscian Framework for Research	102
	Chapter 5: A Pedagogy for Power: Antonio Gramsci and Luis Emilio Recabarren on the Educational Role of Working-Class Organizations	103
	5.1 Recabarren’s Views on the Role of the Organizations (1903–1922) as Compared to Gramsci’s	107
	5.2 Comparing Recabarren’s and Gramsci’s Views on the Role of the Party	114
	5.3 The Party and Its Participation in Parliamentary Politics	116
	5.4 Conclusion	117
	References	119
	Chapter 6: Gramsci as Theory, Pedagogy, and Strategy: Educational Lessons from the Brazilian Landless Workers Movement	121
	6.1 Background: MST, Education, and Gramsci	122
	6.2 Gramsci’s Theory of Social Change: Grassroots Leadership and the Myth of the Intellectual	124
	6.3 Gramsci’s Pedagogical Proposal: Philosophy of Praxis and Common Sense	129
	6.4 Gramscian Strategy: Public Schools as Terrains of Contestation	133
	6.5 Conclusions	138
	References	139
	Chapter 7: Language, Education and European Unification: Perceptions and Reality of Global English in Italy	141
	7.1 Why a Gramscian Approach?	143
	7.1.1 The Folklorist Mentality	145
	7.1.2 Unification, Diversity and Hegemony	146
	7.1.3 Passive Revolution	147
	7.1.4 Linguistic Insecurity and the Effects of Meritocracy	147
	7.2 Why Pre-2008 Italy?	149
	7.3 Foreign Language Learning in Italy	150
	7.3.1 Historical Overview	150
	7.3.2 Knowledge of English	151
	7.3.3 Data Published Between 2006 and 2007	152
	7.3.4 The Role of School Education and Vocational Training	154
	7.3.5 Constraints on Other Learning Channels	156
	7.4 Discussion	157
	7.5 Conclusions	160
	References	160
	Main Sources of Data	162
	Chapter 8: Teachers as Salaried Intellectual Workers: Are They Part of the ‘Pueblo’? An Argentinean Perspective	163
	8.1 The Latin American Context and Cultural Struggle	163
	8.2 Salaried Workers and Public Officers	167
	8.3 Teachers as Part of the Social Middle Strata	171
	8.4 Teachers as Intellectuals	175
	8.5 Inclusive Education Policies, the Pueblo and the New Historical Bloc	178
	References	181
	Part III: Key Gramscian Concepts and Pedagogy	184
	Chapter 9: Hegemony as Pedagogy: The Formation of a Collective Will and of Individual Personality According to Gramsci	185
	Reference	196
	Chapter 10: A Pedagogy of the Subalterns: Gramsci and the Groups ‘on the margins of history’	197
	References	207
	Chapter 11: Catharsis: Antonio Gramsci, Pedagogy, and the Political Independence of the Working Class	209
	11.1 The Political Independence of the Working Class	212
	11.2 Catharsis as Gramsci’s Pedagogical Conceptualization of Political Independence	214
	11.3 Gramsci’s Major Concepts as Interrelated Elements of a Revolutionary Pedagogical Project	217
	11.3.1 Intellectuals as the Pedagogues of Hegemony and Independence	217
	11.3.2 The Political Party as an Essential Site of Revolutionary Pedagogy	221
	11.3.3 Civil Society, Hegemony, and Revolutionary Pedagogy and Strategy	224
	11.3.4 Pedagogy, Spontaneity, and the Path from Commonsense to Good Sense	226
	11.3.5 Catharsis as Revolutionary Participatory Action Research	228
	11.4 Conclusion	230
	References	231
	Erratum	233
	Index	235