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It challenges approaches that narrow hegemony to ideology understood through a true/false consciousness binary, warning that this places change agents into privileged positions of truth. By foregrounding hegemony’s ambivalence, the work develops a contingent political agency enabling resistance and resistance-oriented ethical breaks across education policies and practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lost-in-conflation-an-argument-for-the-ambivalence-of-hegemony-in-educational-studies/599630/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lost-in-conflation-an-argument-for-the-ambivalence-of-hegemony-in-educational-studies/599630.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that hegemony is often used too narrowly in educational studies?","Question",{"text":112,"@type":113},"It argues that treating hegemony as a synonym for oppression misses how contingency can open opportunities for alternative hegemonic formations and agency beyond domination.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect conflating hegemony with ideology to a problem of agency?",{"text":117,"@type":113},"It claims that narrowing hegemony to oppression and tying ideology to a true/false consciousness split makes emancipation unavailable as a broader mode of agency and privileges a change agent’s truth position.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper propose by emphasizing the ambivalence of hegemony?",{"text":121,"@type":113},"It proposes that ambivalent hegemony generates contingent agency directed toward an ethical break from a normative system, supporting coherent political action against oppression across education contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599630,1792209911,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | Lost in Conflation: An Argument for the Ambivalence of Hegemony in Educational Studies 1 |\n| --- | --- |\n\nF. Tony Carusi, Massey University—New Zealand  \nIntroduction  \nThe relationship between emancipation and oppression is one of the central pre-occupations of educational studies. Questions regarding the status of the oppressed within an oppressive system and their role in maintaining that system, as well as exploring theories and practices of emancipation in light of these systems are just some of the entry points educational researchers have made into this relationship. Given the interest in how it is that the oppressed contribute to their own oppression, it should come as no surprise that the concept of hegemony has found a home within this field.  \nEducational researchers, particularly those of the critical ilk, use hegemony as a way of naming oppression and analyzing many of the micro-level operations that serve systems of oppression. While this naming fits within the general topography of the concept of hegemony, it draws only half the map. The genealogy of this concept shows that hegemony is far more ambivalent in its critical uses.2 By overlooking this ambivalence, what is often missed is the reworking of agency performed by the concept of hegemony. Moreover, critiques in educational studies may well offer a hegemonic solution to the problem of hegemony, offering one hegemony in place of another, and unknowingly fall victim to their own criticism of hegemony as a mode of oppression.  \nThrough a consideration of uses of hegemony in educational studies research, this paper argues that by narrowing the scope of hegemony to oppression, educational studies scholars are at risk of miring hegemonic agency in a theory of ideology founded on a true/false consciousness binary, thus placing the agent of change in a privileged position of truth.3 Moreover, when hegemony is conflated with ideology in educational studies, the broader sense of agency that hegemony entails becomes unavailable as a mode of emancipation from identified oppressions. However, if we attend to the ambivalence of hegemony, new forms of agency open up that do not entail the occupation of some privileged truth position, and educational studies can offer a  \n1 I express my gratitude to the CQIE reviewers, as well as Rahna Carusi and John Lowther, all of whom offered thoughtful and substantial comments to earlier versions of this manuscript.  \n2 I use ambivalence here in its etymological meaning of “both strengths.” This is to emphasize that hegemony is not tied exclusively to oppression (monovalence) but is equally “strong” for emancipatory projects.  \n3 This is not to say that all concepts of ideology reinforce the true/false consciousness split. Ideology has undergone such a wide diversity of theorization, the single term elides the careful consideration it has received within critical theory and beyond. However, the half-uses of hegemony this paper highlights shore up with a particular version of ideology that relies upon the true/false consciousness split. As such, this paper confines its use of ideology to this sense of the term. For examples of more nuanced conceptualizations of ideology, see Terry Eagleton, Ideology: An Introduction (London, UK: Verso, 2007) and Mapping Ideology, ed. Slavoj Žižek (London, UK: Verso, 2012) .  \ncoherent theory of political action to describe and organize resistance to oppressions across the spectrum of education policies and practices.4  \nThe first part of this paper, then, offers a review of some of the half-uses of hegemony within educational studies, uses that rely on a hegemony allied exclusively with oppression. The second section shows the underlying conceptual problems that arise when hegemony, understood in its narrow sense, is conflated with a theory of ideology that requires a privileged agent of change. The third section of this paper offers a brief conceptual development of hegemony to highlight the sense","cbCaisuygMInxUMz","https://ap.wps.com/l/cbCaisuygMInxUMz","pdf",322806,17,"English","# Introduction\n# The Half-use of Hegemony in Educational Research","[{\"question\":\"Why does the paper argue that hegemony is often used too narrowly in educational studies?\",\"answer\":\"It argues that treating hegemony as a synonym for oppression misses how contingency can open opportunities for alternative hegemonic formations and agency beyond domination.\"},{\"question\":\"How does the paper connect conflating hegemony with ideology to a problem of agency?\",\"answer\":\"It claims that narrowing hegemony to oppression and tying ideology to a true/false consciousness split makes emancipation unavailable as a broader mode of agency and privileges a change agent’s truth position.\"},{\"question\":\"What does the paper propose by emphasizing the ambivalence of hegemony?\",\"answer\":\"It proposes that ambivalent hegemony generates contingent agency directed toward an ethical break from a normative system, supporting coherent political action against oppression across education contexts.\"}]","Lost in Conflation - An Argument for the Ambivalence of Hegemony in Educational Studies | PDF",1792089146,43]