Antonio Gramsci: A Pedagogy to Change the World

1. Front Matter

   Pages i-xx

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2. Gramsci, Politics and Pedagogy: An Interpretative Framework

   • Nico Pizzolato, John D. Holst

   Pages 1-32

3. Erratum to: Chapter 10 A Pedagogy of the Subalterns: Gramsci and the Groups ‘on the margins of history’

   • Panos Macheras

   Pages E1-E1

4. Understanding Gramsci and Education

   1. Front Matter

      Pages 33-33

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   2. Gramsci, Hegemony and Educational Politics

      • Peter Mayo

      Pages 35-47

   3. Culture, Education and Political Leadership in Gramsci’s Thought

      • Riccardo Pagano

      Pages 49-66

   4. The Pedagogy of Praxis and the Role of Education in the Prison Notebooks

      • Diego Fusaro

      Pages 67-85

5. Using a Gramscian Framework for Research

   1. Front Matter

      Pages 87-87

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   2. A Pedagogy for Power: Antonio Gramsci and Luis Emilio Recabarren on the Educational Role of Working-Class Organizations

      • María Alicia Vetter, John D. Holst

      Pages 89-106

   3. Gramsci as Theory, Pedagogy, and Strategy: Educational Lessons from the Brazilian Landless Workers Movement

      • Rebecca Tarlau

      Pages 107-126

   4. Language, Education and European Unification: Perceptions and Reality of Global English in Italy

      • Alessandro Carlucci

      Pages 127-148

   5. Teachers as Salaried Intellectual Workers: Are They Part of the ‘Pueblo’? An Argentinean Perspective

      • Flora M. Hillert

      Pages 149-169

6. Key Gramscian Concepts and Pedagogy

   1. Front Matter

      Pages 171-171

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   2. Hegemony as Pedagogy: The Formation of a Collective Will and of Individual Personality According to Gramsci

      • Andrè Tosel

      Pages 173-184

   3. A Pedagogy of the Subalterns: Gramsci and the Groups ‘on the margins of history’

      • Pietro Maltese

      Pages 185-196

   4. Catharsis: Antonio Gramsci, Pedagogy, and the Political Independence of the Working Class

      • John D. Holst, Stephen D. Brookfield

      Pages 197-220

7. Back Matter

   Pages 221-227

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This volume provides evidence for the argument of a central place of pedagogy in the interpretation of Gramsci’s political theory. Gramsci’s view that ‘every relationship of hegemony is necessarily a pedagogical relationship’ makes it imperative to dismiss narrow and formal interpretations of his educational theories as applying to schooling only. This book argues that what is required rather is an inquiry into the Italian thinker’s broad conceptualisation of pedagogy, which he thought of as a quintessential political activity, central to understanding and transforming society.

Preceded by a broad introduction that positions Gramsci in his context and in the literature, the essays in this book critically revisit the many passages of the Prison Notebooks and pre-prison writings where Gramsci addresses the nexus between politics and pedagogy. Some essays apply those concepts to specific contexts. The book for the first time brings to the attention of an English-speaking audience voices from the current historiography in Italy and Latin America.

We are forced at regular intervals to consider how Gramsci might still be useful, in particular national territories, in an international context. How can we carry on with pessimism of the intelligence, but find some basis for optimism of the will? 

From the foreword of Anne Showstack Sassoon, Visiting Professor of Politics at the Department of Politics at Birbeck, University of London

• Antonio Gramsci
• Gramscian pedagogy
• Prison notebooks
• adult education
• critical pedagogy
• critique of education
• education and power
• pedagogy and hegemony
• pedagogy and hegemony
• philosophy of praxis
• workers education
• social theory
• Marxism

“This book about Gramsci and education presents 11 chapters of intensive writing that argue for the continued relevance of the Sardinian intellectual. … The themes attract specific research interests and include what those familiar with Gramsci would expect, among others … . Interestingly, the most direct references to actual groups … are from Latin America. … The editors deserve praise for this initiative supporting a pedagogy to change the real world in a present that features the pessimism … .” (Joseph Gravina, Convergence, Vol. 43 (2), 2022)

“This new text on Gramsci, from editors Nicola Pizzolato and John Holst, is an important intervention into international conversations on Gramsci’s major contributions not only to social theory, but to educational theory specifically. … In my opinion, this emphasis on the notion of praxis, including the lived conscious reality, is a needed strength and important contribution of this text.” (Sara Carpenter, Canadian Journal for the Study of Adult Education, cjsae, Vol. 33 (1), 2021)

“Antonio Gramsci: A pedagogy to change the world offers a critical review of recent developments around Gramsci’s revolutionary pedagogy. … I would highly recommend anyone with an interest in the revolutionary potential of education to get ahold of a copy of this book. There is still much work to be done with Gramsci and education. Hopefully, this book will reignite an interest in the work of Gramsci as a particularly useful theorist.” (Anthony Friend, Power and Education, Vol. 12 (2), 2020)

“The book under review is a great critical contribution in this direction and offers its readers a variety of approaches to better understand Gramsci’s work … . the present volume is very successful in advancing our understanding of Gramsci’s work and his vital contribution to educational theory as a system which is not confined to schooling and as an essential piece in the process of social change.” (Zvi Bekerman, International Review of Education, Vol. 66, 2020)

“The volume is definitely about education/pedagogy and hegemony and mirrors much of the work of Gramsci, whose overall political project was an educational one. … I wholeheartedly recommend this book to adult educators and all those interested in critical education.” (Mervin Chisholm, Adult Education Quarterly, November 01, 2018)



“Embracing Antonio Gramsci’s claim that ‘every relationship of hegemony is necessarily an educational relationship’, Gramsci: A Pedagogy to Change the World, edited by Nicola Pizzolato and John D. Holst, constitutes a remarkable collection of essays which forcefully and convincingly posits pedagogy not only as a relatively isolated theme of interest in the Italian Marxist’s Prison Notebooks, but as fundamentally grounding the conceptual matrix underlying Gramsci’s political theory.” (Manuel S. Almeida, author of Dirigentes y Dirigidos: para leer los Cuadernos de la cárcel de Antonio Gramsci)

“With contributions from internationally recognized scholars, this book provides a refreshing engagement with the global reception of Gramsci’s ideas, particularly debates emanating from Italy, France, and the Americas. Incorporating theoretical examinations and case studies, the book is organized around the inexorable link between politics and pedagogy in Gramsci’s thought. The book offers clear explications of key Gramscian concepts — such as hegemony, the philosophy of praxis, historical bloc, subalternity, and catharsis — and their relationship to critical pedagogy, while also presenting examples of Gramscian pedagogical work in Chile, Brazil, Argentina, and Italy. From formal to informal education, the contributors exemplify Gramsci’s critical insight that “every relationship of ‘hegemony’ is necessarily an educational relationship.” With such an understanding, the book demonstrates that challenges to contemporary hegemony require a pedagogy that is capable of facilitating a critical awareness to interpret and change the world.” (Marcus E. Green, Otterbein University; Secretary, International Gramsci Society)

 “Pizzolato and Holst's edited collection provides a salient reminder that Gramsci's political writings promote education as both the problem and the solution to the inherent 'friction' symptomatic of the pathology of capitalistic relations. To this end, the authors set out to expose how such relations have deeply matted roots in normative discourse and everyday practice. By critically analysing the cultural, linguistic, religious and economic traditions in which subjectivities are forged, the contributors of this book offer their own pedagogical examples of cognitive and moral challenge. This volume is a valuable reminder to a new generation of thinkers of the central contribution of Gramsci's thoughts not only in theorising an alternative present but also by exemplifying the actions integral to its making.” (Deb Hill Whanganui, New Zealand)

“The book builds upon, but also goes beyond, the existing knowledge on Gramsci. Drawing from original, insightful, and empirical research, the book focuses on Gramsci’s pedagogical thoughts and his philosophy of praxis. The enduring importance of the book imminent from the historical contextualization and internationalization of pedagogical ideas Gramsci developed. Undoubtedly, a good read to appreciate the importance of teaching and learning to change the world.” (Shahrzad Mojab, Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Canada)

• Institute for Work Based Learning, Middlesex University, London, UK

  Nicola Pizzolato

• Department of Educational Leadership, University of St. Thomas, Minneapolis, USA

  John D. Holst