Dialectical Pedagogy Of Revolt, A: Gramsci, Vygotsky, And The Egyptian Revolutio

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Creatively weaving insights from Gramsci and Vygotsky, this volume offers a unique perspective on the Egyptian Revolution.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

In 2011 observers from every corner of the globe were inspired as thousands of Egyptians poured into Cairo's Tahrir Square and brought down a regime that only weeks before seemed unshakable. Yet, as the dust kicked up by the revolution has settled, both the immediate and lasting impacts of the movement remain hotly contested.In A Dialectical Pedagogy of Revolt, Brecht De Smet takes on this question by offering an intellectual dialogue between the political theory of Italian Marxist Antonio Gramsci and the cultural psychology of Soviet thinker Lev Vygotsky. De Smet convincingly argues that their encounter in the context of the January 25th Revolution affirms the enduring need for a coherent theory of the revolutionary subject in the era of global capitalism-a theory that must be based on a political pedagogy of subaltern hegemony, solidarity, and reciprocal education.From this perspective the political and economic lineages and outcomes of the mass uprising, and the emancipatory achievements and hegemonic failures of the Egyptian workers' and democratic movements can be explained in terms of their (in)ability to construct a genuine dialectical pedagogy.

Author Biography

Brecht De Smet Ph.D. (2012), Ghent University, is a post-doctoral researcher and lecturer at that university. He has published on Gramsci, subject formation, and the Egyptian workers' movement, including Revolution and Counter-Revolution in Egypt" (Science & Society 78(1), 2014).

Table of Contents

Foreword by Andy BlundenPrefaceAcknowledgmentsAbbreviationsIntroductionPART I: SUBJECT AND ACTIVITY1. In Want of the PeoplePeople and PopulationThe People and the Régime2. Individual and CollectiveMind and BodyTranscendental SubjectActivityCollective Subjectivity3. Concept of the SubjectGestalt, Bildung, UrphänomenFormation of Consciousness, ConceptPractical-Critical ActivitySocial Formation, Cell-Form4. Cultural-Historical Activity TheoryUnit of AnalysisLearning and DevelopmentActivity as CollaborationConclusionsPART II: SUBJECT AND STRUGGLE5. Class as SubjectPolitical and Human EmancipationThe Proletariat as SubjectActual and Logical Development6. The Modern PrinceThe Strike as Cell-FormTrade UnionismThe Economic and the PoliticalDemonstration and PartyProletarian Hegemony7. A Pedagogy of RevoltLearning and InstructionPhilosophy of PraxisIntellectuals and Assistance8. RevolutionGrowth and CrisisRevolutionThe Mass StrikeMovement, Position, Underground9. PathologiesIron Law of Oligarchy?Revolution-RestorationInadequate InstructionSubstitutionismPART III: HISTORICAL LINEAGES10. Roots of the 25 January UprisingSurprised by the ExpectedOriginal Accumulation and Extended ReproductionUneven and Combined DevelopmentPermanent Revolution11. Colonial SubjectsAt the Doorstep of CapitalismA Colonial Historical BlocDevelopment of the StrikeRevolution12. Colonial CrisisDependent DevelopmentThe Road to Trade UnionismThe Muslim BrotherhoodThe Second Wave of CommunismOrganic Crisis13. NasserismThe Nasserist InterventionEscaping ColonialismOfficers and WorkersThe Concept of NasserismA Caesarist PathologyPART IV: NEOLIBERAL CAPITALISM14. Sadat's InfitahCrisis of NasserismCapitalist OffensiveStrikes and DemonstrationsIslamic Fascism?Crisis and Defeat15. Mubarak's DétentePolitics of a Rentier EconomyAbsorption of the BrotherhoodAbsorption of the LeftAbsorption of the Workers16. Neoliberal War of MovementNeoliberal Counter-ReformSubordinating the SubalternSubordinating the Elites17. The Civildemocratic ProjectCrisis of the 'Legal Left'A New LeftRise of Street PoliticsBrothers and ComradesThe End of the Political LinePART V: THE WORKERS' MOVEMENT18. The Mahalla StrikesGhazl al-MahallaOn the OffensiveInsurrection19. Development of the StrikeSystematizationInteriorizationProjectionMahalla's DefeatThe First Independent Trade UnionSnowball Trade Unionism20. The Strike's IntellectualsOrganic IntellectualsA Return to ClassThe Old LeftThe New LeftMuslim BrothersJournalistsArtistsHuman Rights Activists21. Pedagogies of RevoltForms of AssistanceModes of AssistanceColonizationCommodificationSolidarityEducating the Educators22. Adequate AssistanceBoundaries of InstructionLimits of the Economic LineLimits of the Political LinePART VI: TAHRIR23. Story of an Uprising (I)The Tension MountsTunisian Prolepsis25 JanuaryKeeping the Fire GoingFriday of Anger24. Story of an Uprising (II)Gaining ConfidenceBattle of the CamelRemaining SteadfastDay of Departure25. The Activity of TahrirExtended ReproductionDemonstrationOccupationThe Whip of Counterrevolution26. the Organization of TahrirSpontaneous OrganizationTechnical AssistanceCultural InstructionLeadershipImmanence and TeleologyProjection27. The Mass StrikeWorkers as National-Popular ActorsWorkers as Class ActorsThe Economic and the Political28. Revolutionary PathologiesLack of a CenterCaesarism Again?The End of the PeopleSoviets?29. Revolution beyond TahrirFrom Cell-Form to SymbolA Civil CounterrevolutionPopular Uprising and Military CoupMany PrincesPopular or Proletarian?CONCLUSIONSPermanent Deflections of RevolutionClass Formation and Anti-ImperialismIndependent Trade UnionismNasserist DeflectionNeoliberal War of MovementUprising and DeflectionA Pedagogy of RevoltInteriorizationForms and Modes of AssistanceZone of Proximal DevelopmentA Self-Reflecting NoteReferencesInterviewsLiteratureIndex

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Long Description

In 2011 observers from every corner of the globe were inspired as thousands of Egyptians poured into Cairo's Tahrir Square and brought down a regime that only weeks before seemed unshakable. Yet, as the dust kicked up by the revolution has settled, both the immediate and lasting impacts of the movement remain hotly contested. In A Dialectical Pedagogy of Revolt , Brecht De Smet takes on this question by offering an intellectual dialogue between the political theory of Italian Marxist Antonio Gramsci and the cultural psychology of Soviet thinker Lev Vygotsky. De Smet convincingly argues that their encounter in the context of the January 25th Revolution affirms the enduring need for a coherent theory of the revolutionary subject in the era of global capitalism--a theory that must be based on a political pedagogy of subaltern hegemony, solidarity, and reciprocal education. From this perspective the political and economic lineages and outcomes of the mass uprising, and the emancipatory achievements and hegemonic failures of the Egyptian workers' and democratic movements can be explained in terms of their (in)ability to construct a genuine dialectical pedagogy.

Competing Titles

Mind in Society: The Development of Higher Psychological Processes Lev Vygotsky 9780674576292 26 Harvard University Press 03/78 Vygotsky's Educational Theory in Cultural Context Alex Kozulin 9780521528832 41 Cambridge University Press 09/03

Description for Sales People

Title will benefit from the growing academic audience for the book series of which it is a part Peer reviewed nature of the book series provides an inbuilt credibility to other academics working within the field.

Details ISBN1608465608 Author Brecht De Smet Short Title DIALECTICAL PEDAGOGY OF REVOLT Pages 422 Language English ISBN-10 1608465608 ISBN-13 9781608465606 Media Book Format Paperback Year 2016 Imprint Haymarket Books Place of Publication Chicago Country of Publication United States Series Studies in Critical Social Sciences Subtitle Studies in Critical Social Sciences, Volume 73 DEWEY 322.420962 NZ Release Date 2016-04-14 UK Release Date 2016-04-14 Publisher Haymarket Books Audience General AU Release Date 2016-03-14 Publication Date 2016-03-01 US Release Date 2016-03-01 We've got this

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