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As the editor of this book Peter Mayo has provided an appropriate context in which to view the excellent contributions to this monograph in the year of Gramsci’s anniversary. I remember inviting Peter to edit the original special issue of Educational Philosophy and Theory when I visited Malta for the International Network of Philosophers of Education Conference in 2006 (http://www.ucm.es/info/inpe/). As Editor I was pleased to be able to offer Peter the opportunity to display the best of Gramsci’s scholarship in the field of education and also to meet with him and his colleagues at the University of Malta, including Kenneth Wain, Carmel Borg and others. Peter Mayo rightly emphasizes that Gramsci’s prison writings constitute an educational project based on the valuable concept of hegemony that Gramsci develops as an essential part of the sociology of capitalist society enabling an understanding of the manufacture of consent by the powerful through the institution of cultural values. I have nothing to add to what the contributors have made clear in their individual chapters and applaud the new scholarship on Gramsci’s educational project—its origins, its enactment in the context of the party, its applications to ‘global English’ and women’s ‘ways of knowing, its contribution to the envisioning of the project of socialist education in Brazil. Gramsci’s analysis of Fordism and education in the age of Fordism has a new relevance with the global recession, the neoliberal meltdown and end of the ideology of automobilism. In 1934 in insightful notes in the Prison Notebooks Antonio Gramsci defined ‘Americanism’ as ‘mechanicist’, crude, brutal—‘pure action’ in other words—and contrasted it with tradition. He attempted to demonstrate how Fordism was destructive of trade unions leading to a crisis in high wages, hegemonic at the point of production and the production of new Taylorized workers. Fordist production entailing an intensified industrial division of labor, assembly line flow of work with increasingly specified tasks by management, increased the potential for capitalist control over the pace and intensity of work and led to the displacement of craft-based production in which skilled laborers exercised substantial control over their conditions of work. (Extract from the Foreword to this book)



Edited by

Peter Mayo



Published and produced in 2010 by Wiley-Blackwell



ISBN: 9781444333947



All rights reserved. No part of this publication may be reproduced without the prior written permission of the publishers and the individual authors of the chapters.

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Collection's Items (Sorted by Submit Date in Descending order): 1 to 12 of 12
Issue DateTitleAuthor(s)
2010Contents and notes on contributors-
2010The revolutionary party in Gramsci’s pre-prison educational and political theory and practiceHolst, John D.
2010Antonio Gramsci and feminism : the elusive nature of powerLedwith, Margaret
2010Towards a political theory of social work and education (Translated by Florian Sichling with editing by Peter Mayo)Hirschfeld, Uwe
2010Gramscian thought and Brazilian educationDore Soares, Rosemary
2010Index-
2010A brief commentary on the Hegelian-Marxist origins of Gramsci’s ‘Philosophy of Praxis’Hill, Deb J.
2010Introducing Giovanni Gentile, the ‘Philosopher of Fascism’Clayton, Thomas
2010ForewordPeters, Michael A.
2010Antonio Gramsci and his relevance to the education of adultsMayo, Peter
2010Global English, hegemony and education : lessons from GramsciIves, Peter
2010Introduction: Antonio Gramsci and educational thoughtMayo, Peter
Collection's Items (Sorted by Submit Date in Descending order): 1 to 12 of 12

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