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• W2561678312 abstract "This paper uses Goffman’s dramaturgical analysis to examine how hegemony maintains its power and influence in the life of the individual. The analysis reveals that the power of hegemony lies in the construction of particular identities that shape our interactions and limit our imagined futures. The social justice tradition of adult education has long sought to understand how hegemony works, the means of counteracting its influence, and the role of adult education in this process. The increased interest in identity as a political position for challenging systemic oppression (Hall, 1997), as a means for understanding and engaging learners (Sheared, 1999), and as a product of hegemonic forces (Butler, 1988) suggests the need to better understand how individuals and social structures are intertwined, especially in the perpetuation and contestation of hegemony. As Brookfield (2005) notes, “hegemony saturates all aspects of life and is constantly learned and relearned throughout life. If anything can be described as lifelong learning, it is this” (p. 97). Hegemony, Education, and Identity The purpose of this study is to use Goffman’s (1959) dramaturgical lens of identity construction to explore how hegemony maintains its power and influence in the life of the individual. Goffman uses techniques of theatrical performance to show how interactions within a given setting shape social structures through the construction of particular identities. In this paper, hegemony is defined as the process by which individuals are made subject, and subject themselves, to a system of beliefs and practices that is detrimental to their well-being but supportive of the interests of those in power over them (Brookfield, 2005; Hall, 1997). Hegemony is power, such as the power to create “a corpus of knowledge, techniques, [and] ‘scientific’ discourses” that promotes inequitable social relations as the natural order of everyday life (Foucault, 1995, p. 23). Gramsci (1971), in his quest to understand how hegemony worked, recognized the social institution of education as a critical means for promulgating dominant ideologies and fashioning the populace for assigned roles in society .For instance, the prevalence of the technical-rational discourse (Mayo, 1999) in adult education is underpinned by capitalism and neo-liberal ideology that privilege efficiency and marketability at the expense of social justice. Moreover, technical-rational thought—codified, for example, in accountability measures for adult education programs—fosters particular identities, including skills, behaviors, and ways of thinking and being (Gee, 2000), thereby creating learners, workers, and citizens ready to comply with an inequitable socio-economic order. However, adult educators can also foster other types of identities, such as citizens who are emboldened to challenge injustice. Goffman’s dramaturgical analysis is useful for understanding hegemony because it captures the technical, cultural ,political ,and structural aspects of social organization that collectively promote the dominance of a particular discourse and identity. These aspects" @default.
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• W2561678312 date "2009-01-01" @default.
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• W2561678312 title "The Enactment of Hegemony through Identity Construction: Insights from ThePresentation of Self in Everyday Life" @default.
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