Gramsci, Religion and Education as Hegemonic and Counter-Hegemonic Discourse
Abstract:This article examines Gramsci’s analysis of education and religion as hegemonic discourses. An attempt is made to critique Gramsci’s analytical framework—his notions of ideology, education, religion and hegemony, and his concept of the ‘organic intellectuals’, the ideological role of the intellectuals as consciousness builders, and the emergence of the counter-hegemonic strategy during the transformation of power relations in society. The article evaluates the revolutionary curriculum—the transformational pedagogy, as envisaged by Gramsci, that would create a new world.
In reality, the internal relations of any nation are the result of a combination which is ‘original’ and (in a certain sense) unique: these relations must be understood and conceived in their originality and uniqueness if one wishes to dominate them and direct them (Gramsci, in Hoare & Nowell Smith, 1971: 240).
Document Type: Research Article
Affiliations: University of Malta
Publication date: January 1, 2002
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- Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.