Abstract
This article analyzes the development of the Egyptian workers' movement in the face of the 25 January Revolution through the notion of dialectical pedagogy. This Gramscian concept is extended by a Vygotskyan analysis of the reciprocal learning processes, which stimulate a proletarian activity system to overcome its economic-corporate predicament. The concrete case study of the Mahalla strike movement (2006–2008) elucidates the transformative-instructive dynamics of autoprolepsis and heterolepsis and the importance of solidarity in developing the worker Subject. The 25 January Revolution expanded the proletarian Zone of Proximal Development and created new possibilities and constraints for the development of the workers' movement.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.