LEADER 03687nam 2200649 450 001 9910787449203321 005 20230126212652.0 010 $a90-04-26266-0 024 7 $a10.1163/9789004262669 035 $a(CKB)3710000000337924 035 $a(EBL)1921034 035 $a(SSID)ssj0001401791 035 $a(PQKBManifestationID)11833604 035 $a(PQKBTitleCode)TC0001401791 035 $a(PQKBWorkID)11370809 035 $a(PQKB)11602479 035 $a(MiAaPQ)EBC1921034 035 $a(OCoLC)893452072$z(OCoLC)899979197 035 $a(nllekb)BRILL9789004262669 035 $a(Au-PeEL)EBL1921034 035 $a(CaPaEBR)ebr11014936 035 $a(CaONFJC)MIL694332 035 $a(OCoLC)903962255 035 $a(EXLCZ)993710000000337924 100 $a20150210h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 12$aA dialectical pedagogy of revolt $eGramsci, Vygotsky, and the Egyptian revolution /$fby Brecht De Smet 210 1$aLeiden, The Netherlands :$cKoninklijke Brill,$d2015. 210 4$d©2015 215 $a1 online resource (440 p.) 225 1 $aStudies in Critical Social Sciences,$x1573-4234 ;$vVolume 73 300 $aBased on the author's thesis (doctoral)--Ghent University, 2012. 311 $a1-322-63050-X 311 $a90-04-26265-2 320 $aIncludes bibliographical references and index. 327 $aPreliminary 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. 330 $aIn A Dialectical Pedagogy of Revolt Brecht De Smet offers an intellectual dialogue between the political theory of Italian Marxist Antonio Gramsci and the cultural psychology of Soviet thinker Lev Vygotsky within the framework of the Egyptian 25 January Revolution. Their encounter affirms the enduring need for a coherent theory of the revolutionary subject in the era of global capitalism, based on a political pedagogy of subaltern hegemony, solidarity, and reciprocal education. Investigating the political and economic lineages and outcomes of the mass uprising of Tahrir Square, De Smet discusses the emancipatory achievements and hegemonic failures of the Egyptian workers? and civil democratic movements from the perspective of their (in)ability to construct a genuine dialectical pedagogy. 410 0$aStudies in critical social sciences ;$vVolume 73. 606 $aGovernment, Resistance to$zEgypt 606 $aIdeology$zEgypt$xHistory$y21st century 607 $aEgypt$xHistory$yProtests, 2011- 607 $aEgypt$xPolitics and government$y21st century 615 0$aGovernment, Resistance to 615 0$aIdeology$xHistory 676 $a320.5315096 700 $aSmet$b Brecht De$0933445 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787449203321 996 $aA dialectical pedagogy of revolt$93738773 997 $aUNINA