03687nam 2200649 450 991078744920332120230126212652.090-04-26266-010.1163/9789004262669(CKB)3710000000337924(EBL)1921034(SSID)ssj0001401791(PQKBManifestationID)11833604(PQKBTitleCode)TC0001401791(PQKBWorkID)11370809(PQKB)11602479(MiAaPQ)EBC1921034(OCoLC)893452072(OCoLC)899979197(nllekb)BRILL9789004262669(Au-PeEL)EBL1921034(CaPaEBR)ebr11014936(CaONFJC)MIL694332(OCoLC)903962255(EXLCZ)99371000000033792420150210h20152015 uy 0engur|n|---|||||txtccrA dialectical pedagogy of revolt Gramsci, Vygotsky, and the Egyptian revolution /by Brecht De SmetLeiden, The Netherlands :Koninklijke Brill,2015.©20151 online resource (440 p.)Studies in Critical Social Sciences,1573-4234 ;Volume 73Based on the author's thesis (doctoral)--Ghent University, 2012.1-322-63050-X 90-04-26265-2 Includes bibliographical references and index.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.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.Studies in critical social sciences ;Volume 73.Government, Resistance toEgyptIdeologyEgyptHistory21st centuryEgyptHistoryProtests, 2011-EgyptPolitics and government21st centuryGovernment, Resistance toIdeologyHistory320.5315096Smet Brecht De933445MiAaPQMiAaPQMiAaPQBOOK9910787449203321A dialectical pedagogy of revolt3738773UNINA