The Phantom That Haunts Us (Again): Post-Fascism, Affect, and the Paradoxes of Cultivating an Anti-Fascist Sensibility in Education

Autor/in	Zembylas, Michalinos
Titel	The Phantom That Haunts Us (Again): Post-Fascism, Affect, and the Paradoxes of Cultivating an Anti-Fascist Sensibility in Education
Quelle	In: Globalisation, Societies and Education, 20 (2022) 4, S.558-570 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1973380
Schlagwörter	Authoritarianism; Political Attitudes; Ideology; Affective Behavior; Teaching Methods; Neoliberalism; Global Approach; Teacher Student Relationship; Teacher Role; Prevention; Psychology; Social Systems; Social Change + Suchen Sie Ihr Suchwort? Autoritarismus; Political attitude; Politische Einstellung; Ideologie; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Neo-liberalism; Neoliberalismus; Globales Denken; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Prävention; Vorbeugung; Psychologie; Social system; Soziales System; Sozialer Wandel
Abstract	This article engages with the notion of 'post-fascism' in contemporary times, and explores how attention to the affective ideology of post-fascism can inform pedagogical thinking that cultivates an "anti-fascist sensibility" in education. It is argued that to do so, it is necessary to somehow break fascism's grip on the body and its affective pull. The analysis offered in this paper enables a critical interrogation of how the education field itself may be implicated to the cultivation of 'fascist traits' by being complicit to the structures and practices that are connected to neo-fascism such as neo-liberal globalisation. Despite the paradoxes entailed in education's efforts to cultivate an anti-fascist sensibility, educators have a lot to gain from interrogating their own complicity and especially how they can engage with their students in anti-complicit actions that challenge fascist structures and practices in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01