The Pedagogical Perspective in Processes of Passive Revolution: Reflections from the Front Lines of the Movements in South Africa

Abstract

This article examines Antonio Gramsci’s thought, emphasizing both his intellectual and praxis-oriented dimensions—his efforts to overcome specific socio-political configurations through a critical analysis of historical conjunctures. It offers an interpretation of passive revolution, highlighting its dual analytical and strategic nature and its relevance for both historical understanding and political action. Through this perspective, the article explores this concept’s usefulness in analysing the theories and practices of subaltern organisations and movements in South Africa. It underscores the centrality of Gramsci’s pedagogical approach, both in his writings and in its South African applications within struggles for social transformation. Drawing on insights from the work of Neville Alexander and NUMSA, the article argues that the pedagogical question was deeply rooted into the anti-apartheid movement but was gradually weakened during the transition period, diminishing its role within contemporary subaltern’s institutions.