Gramsci and the critical tradition: Social Study Of Education

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Abstract

In this analysis, I review two of the most significant contributions of Antonio Gramsci to the sociological analysis of schooling. On the one hand, a great part of his work suggests reformulation of critical educational theory. On the other hand, Gramsci's contributions allow for a thorough rethinking of traditional ways of conceptualizing the schooling system and the curriculum. In this article, I contend that many works about Gramsci's theoretical contributions in education have not had a critical examination, and I hope that my suggestions for a re-reading of his works will not fail in the same way. Moreover, I want to contribute to the further understanding of Gramsci's influence in education in two specific ways: firstly, by using Gramsci's frameworks for the understanding of the social practices that shape the school as a modern institution; secondly, in conceptualizing these social practices which define the cultural and formative experiences at school. To do so, I propose that it will be necessary not to deify Gramsci´s thought but to develop it from a holistic perspective in order to visualize the implications of his concepts and categories.

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How to Cite
Suárez, D. (2004). Gramsci and the critical tradition: Social Study Of Education. Education Policy Analysis Archives, 12, 44. https://doi.org/10.14507/epaa.v12n44.2004
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Author Biography

Daniel Suárez, Universidad de Buenos Aires

Actualmente se desempeña como Coordinador Ejecutivo del Laboratorio de Políticas Públicas de Buenos Aires y Profesor del Departamento de Ciencias de la Educación y como Investigador del Instituto de Investigaciones en Ciencias de la Educación, en la Facultad de Filosofía y Letras de la Universidad de Buenos Aires.