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dc.contributor.authorMayo, Peter
dc.identifier.citationMayo, P. (2005). Antonio Gramsci and Paulo Freire : some connections and contrasts. Rivista di fenomenologia, pedagogia, formazione, 17, 77-10.en_GB
dc.description.abstractAntonio Gramsci (1891-1937) and Paulo Freire (1921-1997) are certainly two of the most cited figures in the debate concerning critical approaches to education. Their respective cultural and political work occurred in different contexts and at different times (Gramsci in Europe in the first part of the 20th century and Paulo Freire in Latin America, N. America, Europe and Africa in the second half of the century). Nevertheless, a whole generation of writers, positing a critical approach to education, especially those subscribing to what is commonly referred to as critical pedagogy, constantly draw on Gramsci’s and Freire’s powerful insights into the relationship between education/ cultural work and power. The two figures are often accorded iconic status inthis literature.In this paper, I shall attempt to draw theoretical and, when appropriate, biographicalconnections between the work of the two, also highlighting some obvious contrasts. In so doing,I shall reproduce key points made in my earlier published work on these two figures, notably my book length study in which I sought to derive insights from their respective writings for a process of trans-formative adult education relevant to contemporary times. In this piece, I also hope to provide fresh comparative insights not found in the earlier work.en_GB
dc.publisherBononia and Senseen_GB
dc.subjectGramsci, Antonio, 1891-1937en_GB
dc.subjectFreire, Paulo, 1921-1997en_GB
dc.subjectLabor laws and legislation -- Codificationen_GB
dc.subjectPopular educationen_GB
dc.titleAntonio Gramsci and Paulo Freire : some connections and contrastsen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
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