far-right actors and education: the global circulation of their ideas, agendas, and policies
no. 20_october 2024
On Education
editorial: far-right actors and education: the global circulation of their ideas, agendas, and policies
The rise of far-right political actors globally may trigger notable changes within education systems, marked by the promotion of authoritarian, nativist, and economically neoliberal agendas. Far-right parties, including those in Argentina, Austria, Brazil, Germany, and Turkey, increasingly shape curricula and educational structures, frequently challenging inclusive, egalitarian principles. This issue of On Education examines how far-right actors worldwide leverage educational policy to propagate ideological agendas, from enforcing traditional religious values and gender norms to restructuring school systems. Most articles adopt a country-specific focus, exploring the varied and complex ways far-right agendas infiltrate educational domains across Europe, Latin America, and Asia. By analysing these trends, this issue sheds light on the ideological entanglements shaping contemporary education and highlights the implications for democratic values, human rights, and global educational equity.
C. Wanschelbaum, N. Giniger and G. Viñuela Flores
education and the far right: the case of Javier Milei’s government in Argentina
The article presents a critical analysis of the educational strategies and proposals of Argentina’s new far-right libertarian government, led by Javier Milei. It explores how far-right political forces, both in Argentina and globally, use education as a central tool for consolidating power, building consensus and diffusing ultra-conservative ideologies. Through a critical theory approach, the paper analyses Milei’s radical educational reforms, their political, cultural and social implications. The global resurgence of far-right movements is contextualised as part of a multifaceted and transnational phenomenon, where educational policy becomes a battleground for ideological influence. This study contributes to understanding why far-right ideologies are gaining popularity, how they maintain their legitimacy and the crucial role education plays in constructing hegemony.
Catarina. I. Segatto, Mario. A. Alves and Andréa. M. Pineda
far-right rhetorics and deconstructions in Brazilian educational policies
Brazil’s education policy has historically been marked by significant inequalities in access and quality, particularly affecting the most vulnerable populations. Over the past two decades, Brazil has implemented substantial changes aimed at reducing inequality, promoting inclusion, and addressing racial and gender disparities. However, the rise of radical right-wing populism, particularly under President Jair Bolsonaro (2018-2022), resulted in a shift in educational policy. This article examines how radical right groups have influenced education policy in Brazil. Bolsonaro’s administration, supported by conservative and religious groups, sought to reverse progressive policies related to gender, sexual orientation, and ethnic diversity and inclusion. These changes reinforced societal norms, traditional values, and nationalism, rejecting multiculturalism and adopting forms of othering. The findings are based on previous research that involded qualitative analysis of documents and interviews.
Bruna Dalmaso-Junqueira and Iana Gomes de Lima
civic-military schools in Brazil: feminist lenses to uncover a patriarchal, white supremacist, and queerphobic project
This article examines the rise of conservative policies in Brazilian education, particularly since 2014 when teachers became targets of accusations related to “ideological indoctrination” and “gender ideology.” The Non-Partisan Schools Movement has significantly contributed to fostering a climate of distrust and the militarisation of education has gained momentum under Jair Bolsonaro’s presidency (2019–2022). Focusing on the Civic-Military Schools Program (PECIM), the article employs relational and feminist lenses to analyse the arguments of conservative supporters. Although the policy does not overtly promote anti-gender or anti-feminist rhetoric, its documents and implementation reveal underlying biases. While militarisation is framed as a means to improve educational quality, results indicate a dangerous initiative involving untrained military personnel, abusive behaviours, and practices that undermine the self-esteem of girls, queer and Black students. An intersectional feminist perspective, therefore, is fundamental to highlighting contradictions in conservative discourse and interrupting their policies.
Philipp Schnell and Oliver Gruber
walking the talk? the educational agenda of the Austrian populist radical right: from discourse to policymaking
This paper explores the educational policy positions in programmatic and parliamentary discourse by the Austrian Freedom Party (FPÖ) and their actual policy measures implemented in executive office. The FPÖ is one of the most successful populist radical right parties (PRRPs) in Western Europe and also served in two periods of government with the centre-right Austrian People’s Party (ÖVP) (2000–2005; 2017–2019), providing a fruitful record over time. Our analysis over three decades (1990–2018) reveals that even though it’s not a highly salient policy issue, education policy has indeed become an ideological battleground for the FPÖ. At large, it uses education policy claims to substantiate the ideological core pillars of PRRPs, yet it also delivers on many of these claims once in government. This is particularly true for its culturalist claims, which trigger an increasing convergence by the centre-right partner. In contrast, the always-existing congruence of redistributive claims results in several policy decisions in both periods of government.
Rita Nikolai, Moritz Gawert and Line Saur
the Alternative for Germany and its school policy positions
This article analyses the school policy positions of the party Alternative for Germany (AfD). Using the federal state of Thuringia as an example, three election manifestos (2014, 2019, 2024) and one position paper are analysed through qualitative content analysis. The AfD Thuringia advocates in favour of maintaining and expanding a differentiated and structured school system, including the retention of special schools for pupils with special educational needs. Gender-appropriate language, Islamic education, and sexual education in nurseries and primary schools are rejected. The AfD Thuringia also promotes a strong focus on performance and elites within the school system. Considering various documents from the last 10 years, the AfD Thuringia has experienced a radicalisation of its school policy positions.
Annett Gräfe-Geusch
educational practice in Germany between racism and far-right ideologies
Researching educational responses to far-right youth mobilization and ideologies has so far focused mainly on informal education spaces. We thus know little about how and why teachers seek to respond to these issues in their classrooms in formal education. This is despite the fact that far-right mobilization and attitudes are rising in Germany and are having a political impact. In this article I present data from an 18-month ethnographic study in Berlin’s secondary schools, arguing that it is not only important to understand how teachers conceptualize the problem in their student body but also how teachers seek to address these issues. Through this knowledge, we will be able to better understand and systematically respond to far-right ideologies in classrooms.
Efe Peker
the radical right and the university: reclaiming value neutrality in higher education
Radical right parties, movements, and actors on both sides of the Atlantic have reproached universities for creating an intolerant left-wing intellectual and institutional climate. They have made repeated calls to restore neutrality in higher education to protect freedom of speech and academic freedom. A closer analysis reveals that these critiques are less about neutrality and freedom, and more about exerting their own politico-ideological influence on universities. Yet, the insincerity of many such critics should not obscure the broader fact that a problem of excessive normativity (and relatedly, growing public disconnect) may indeed exist in higher education. Rather than engage in political polarisation and partisanship, universities – both at the professorial and administrative levels – could benefit from mobilising a principled notion of value neutrality, as conceptualised by Max Weber, as an academic value in itself.
Ece Cihan Ertem
rising authoritarianism and changing education policies of 21st century Turkey
This paper conceptualises rising authoritarianism in Turkey under the conservative ruling party, AKP, and its Sunni-Islamist educational policies. It scrutinises the Islamisation of early childhood and primary-secondary school education during the recent authoritarian turn. The discourse of ‘raising a religious generation’ entails reframing the Turkish secular education system into a Sunni Islam model. The article first situates early childhood, primary, and secondary school policies and discusses five major policy alterations during the contemporary authoritarianism of the AKP: restructured Preacher’s Schools (Imam-Hatip Schools), the 4+4+4 system, cooperation with Islamic sects, implementation of values education, and public Islamic kindergartens.
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