1.

Record Nr.

UNINA9910787449203321

Autore

Smet Brecht De

Titolo

A dialectical pedagogy of revolt : Gramsci, Vygotsky, and the Egyptian revolution / / by Brecht De Smet

Pubbl/distr/stampa

Leiden, The Netherlands : , : Koninklijke Brill, , 2015

©2015

ISBN

90-04-26266-0

Descrizione fisica

1 online resource (440 p.)

Collana

Studies in Critical Social Sciences, , 1573-4234 ; ; Volume 73

Disciplina

320.5315096

Soggetti

Government, Resistance to - Egypt

Ideology - Egypt - History - 21st century

Egypt History Protests, 2011-

Egypt Politics and government 21st century

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Based on the author's thesis (doctoral)--Ghent University, 2012.

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Preliminary Material -- Introduction -- In Want of the People -- Individual and Collective -- Concept of the Subject -- Cultural–Historical Activity Theory -- Class as Subject -- The Modern Prince -- A Pedagogy of Revolt -- Revolution -- Pathologies -- Roots of the 25 January Uprising -- Colonial Subjects -- Colonial Crisis -- Nasserism -- Sadat’s Infitah -- Mubarak’s Détente -- Neoliberal War of Movement -- The Civildemocratic Project -- The Mahalla Strikes -- Development of the Strike -- The Strike’s Intellectuals -- Pedagogies of Revolt -- Adequate Assistance -- Story of an Uprising (I) -- Story of an Uprising (II) -- The Activity of Tahrir -- The Organization of Tahrir -- The Mass Strike -- Revolutionary Pathologies -- Revolution Beyond Tahrir -- Conclusions -- References -- Index.

Sommario/riassunto

In A Dialectical Pedagogy of Revolt Brecht De Smet offers an intellectual dialogue between the political theory of Italian Marxist Antonio Gramsci and the cultural psychology of Soviet thinker Lev Vygotsky within the framework of the Egyptian 25 January Revolution. Their encounter affirms the enduring need for a coherent theory of the revolutionary subject in the era of global capitalism, based on a political pedagogy of subaltern hegemony, solidarity, and reciprocal education. Investigating



the political and economic lineages and outcomes of the mass uprising of Tahrir Square, De Smet discusses the emancipatory achievements and hegemonic failures of the Egyptian workers’ and civil democratic movements from the perspective of their (in)ability to construct a genuine dialectical pedagogy.