Project

Back to overview

Education against (liberal) democracy: education and schooling according to the postwar radical right

English title Education against (liberal) democracy: education and schooling according to the postwar radical right
Applicant Giudici Anja
Number 184086
Funding scheme Early Postdoc.Mobility
Research institution Department of History Royal Holloway University of London
Institution of higher education Institution abroad - IACH
Main discipline Education and learning sciences, subject-specific education
Start/End 01.02.2019 - 31.12.2019
Show all

All Disciplines (2)

Discipline
Education and learning sciences, subject-specific education
Political science

Keywords (7)

Partisan politics of education; Education policy; Gender; Authoritarian education; Contemporary political history; Social movements; Right-wing radicalism

Lay Summary (German)

Lead
Nach 1945 wurde die Vorstellung, Erziehung und Bildung sollten der Konsolidierung liberal-demokratischer Gesellschaften dienen, zu einem Grundpfeiler westlicher Demokratien. Dieses Gesellschaftsmodell wird heute allerdings zunehmend hinterfragt, insbesondere von der radikalen Rechten. Deren Ideologie steht in einem fundamentalen Widerspruch zu liberal-demokratischen Grundwerten wie Pluralismus und Gleichberechtigung. Erziehung und Politik ergänzen sich stets gegenseitig. Heisst dies, dass die radikale Rechte der Nachkriegszeit Erziehung und Bildung grundsätzlich 'anders' denkt?
Lay summary

Inhalt und Ziel des Forschungsprojektes

Inhalt und Ziel des Forschungsprojektes
Ziel des Projektes ist es, rechtsradikale Vorstellungen über Bildung und Erziehung zu analysieren und sie mit rechtsradikaler Ideologie sowie mit den Ideologien und bildungspolitischen Vorstellungen anderer sozialer Bewegungen und ideologischer Familien in Beziehung zu setzen. Das Projekt erstellt damit die erste systematische Datensammlung programmatischer Dokumente der einflussreichsten Parteien und Think-Tanks der europäischen (D, F, I, GB) radikalen Rechten zwischen 1950 und 2000.

Wissenschaftlicher und gesellschaftlicher Kontext
Das Projekt leistet einen interdisziplinären wissenschaftlichen Beitrag. Einerseits unterstützt es die politikwissenschaftliche Theoriebildung zu rechtsradikalen Ideologie und Strategien. Andererseits liefert es erziehungswissenschaftlich relevante Erkenntnisse zum Verhältnis zwischen politischer Ideologie und Bildungsidealen. Wissen über die Bildungsvorstellungen dieser aufstrebenden Bewegung ist auch von entscheidender politischer Bedeutung. Um dem Erfolg rechtsradikaler Kräfte entgegenzuwirken, müssen wir zunächst ihre Ziele verstehen. Ein solches Verständnis ist auch Voraussetzung, um darüber nachzudenken, was demokratisch-liberale Bildungskonzepte tatsächlich kennzeichnet. 

Direct link to Lay Summary Last update: 10.12.2018

Responsible applicant and co-applicants

Publications

Publication
Seeds of authoritarian opposition: Far-right education politics in post-war Europe
Giudici Anja (2021), Seeds of authoritarian opposition: Far-right education politics in post-war Europe, in European Educational Research Journal, 20(2), 121-142.
Teacher politics bottom-up: theorising the impact of micro-politics on policy generation
Giudici Anja (2020), Teacher politics bottom-up: theorising the impact of micro-politics on policy generation, in Journal of Education Policy, 1-21.
Educating the Volksgemeinschaft: authoritarian ideals and school reforms in Europe’s fascist era
Giudici Anja, Ruoss Thomas, van Ruyskensvelde Sarah (2020), Educating the Volksgemeinschaft: authoritarian ideals and school reforms in Europe’s fascist era, in Paedagogica Historica, 56(5), 569-571.
How to educate an authoritarian society: conflicting views on school reform for a fascist society in interwar Switzerland
Giudici Anja, Ruoss Thomas (2020), How to educate an authoritarian society: conflicting views on school reform for a fascist society in interwar Switzerland, in Paedagogica Historica, 605-623.
Nativist Authoritarian Far-right Flirtations with Progressive Education: Exploring the Relationship in Interwar Switzerland
Giudici Anja, Ruoss Thomas, Masoni Giorgia (2019), Nativist Authoritarian Far-right Flirtations with Progressive Education: Exploring the Relationship in Interwar Switzerland, in Swiss Journal of Educational Research, 41(2), 386-403.

Collaboration

Group / person Country
Types of collaboration
SciencesPo Centre d'études européennes et de politique comparée France (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Research Infrastructure
Network for Education Reform Research Sweden (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
Region-Europe Research Network on education policy Denmark (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Exchange of personnel
University of Oxford Great Britain and Northern Ireland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Research Infrastructure

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
ESPAnet Talk given at a conference Teacher politics bottom up 05.09.2019 Stockholm, Sweden Giudici Anja;
Summer School in European Education Studies Talk given at a conference Far-right education policy and politics 01.07.2019 Napoli, Italy Giudici Anja;


Knowledge transfer events

Active participation

Title Type of contribution Date Place Persons involved


Communication with the public

Communication Title Media Place Year
Media relations: print media, online media The European far right has its eye on education Al Jazeera International 2019

Abstract

Education and politics are closely connected. Education is always directed at, and constituted by, normative societal and political goals. Vice-versa, societal and political projects must give careful consideration to how the individuals and the society that will sustain them are moulded. In the wake of the twentieth century’s brutal totalitarian regimes and two World Wars, the assumption that education must serve to consolidate a liberal democratic society became a cornerstone of Western democracies. Education reforms in this period aimed to mitigate societal inequality, prevent children from developing illiberal and authoritarian attitudes, and teach them the benefits and morality of political participation. However, liberal democracy today finds itself increasingly contested, most effectively by representatives of the radical right-wing of the political spectrum. In the last few decades, parties such as the French Front National or the Italian Lega have moved from fringe status to mainstream players in electoral politics and the societal debate.Scholarship draws distinctions between varieties of post-WW II radical right ideology: the old (fascist-leaning) and the new (nativist-authoritarian-populist). Both, however, are fundamentally at odds with liberal-democratic fundamental values such as pluralism, equality, and individual rights, which have underpinned educational thinking and policy since 1945. Does that therefore mean the education systems the radical right envisions are also fundamentally different from the postwar educational consensus? If education is the "twin-sister of democratic theory" (Honneth, 2012, p. 430), what do the twin-sisters of undemocratic postwar-fascism and nativist-authoritarianism look like? Despite the societal and theoretic relevance of the issue, no study has tried to answer this question so far.This is where this project steps in. It aims to investigate this resurgent movement’s ideas and policy preferences on education, relating them to radical right ideology, as well as to the ideology, ideas, and preferences of other social movements and ideological families. It thus asks: how does the postwar radical right want to see education governed and structured? How do these ideas relate to its political ideology, as well as other (liberal- democratic and classic fascist) conceptions of education? The project will involve multi-archive research, and analyses of programmatic documents produced by the most influential organisations of the postwar radical right from the 1950s to the 2000s. This includes parties and think tanks in France, Germany, Italy, and the U.K. The study will yield the first systematic data collection of these organisations' educational ideas and policy preferences, as well as a structured database whose underlying framework combines analytical insights from research on radical right ideology and education policy, providing a robust interdisciplinary foundation for subsequent studies.The project constitutes a novel interdisciplinary contribution to theory-building in education, as well as to political science and history. On the one hand, it advances social scientists’ understanding on the ideology and strategies of the postwar radical right. On the other hand, it yields new insights into the relationship between political ideology and educational ideals, as discussed by current education science. Knowledge of this resurging movement's ideas about education is also crucial to policy-making. To assess, and counter, populist and nativist forces’ political success and impact, we must first understand their aims. A firm grasp of these aims is particularly relevant to education, which constitutes a key means to shape a society’s future. It is also a precondition for sharpening our understanding of what actually characterises education in liberal and democratic terms.References Honneth, A.(2012). Erziehung und demokratische Öffentlichkeit. Zeitschrift für Erziehungswissenschaft, 15(3), 429-442.
-