This article presents the results of a descriptive case study of the Union School of the Chilean nongovernmental organization (NGO) Alejandro Lipschutz Institute of Science (ICAL-Spanish acronym). The study contributes to the field of adult education by providing a contemporary example of what Gramscian pedagogy can look like. Theoretically, this case contributes Latin American social movement-based analysis of neoliberalism, and its impact on the nature of work for working-class people. The study presents an example of educational praxis; the dialectical relationship between theory and educational practice that emerges from ICAL’s efforts to advance the Chilean union movement’s struggle to challenge neoliberalism through educational and leadership development work. John D. Holst is an Associate Professor in the Lifelong Learning and Adult Education Program at The Pennsylvania State University where he teaches courses in social theory, globalization, social movement learning, and adult learning theories. He is the author of Social Movements, Civil Society, and Radical Adult Education, co-author of Radicalizing Learning: Adult Education for a Just World, and co-editor of Antonio Gramsci: A Pedagogy to Change the World.
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