Giudici Anja
Department of Politics and International Relations, University of Oxford, UK.
Eur Educ Res J. 2020 Aug 19;20(2):121-142. doi: 10.1177/1474904120947893. eCollection 2020 Mar.
Since the 1980s, right-wing extremism, radicalism, and populism have emerged as transformative forces in European politics. This unexpected resurgence has triggered an interdisciplinary scholarly effort to refine our understanding of the far right. Educationalists, however, have largely been absent from this endeavour, leaving us unable to theorise and address the potential effects of the far right's political and cultural growth on European education. This article aims to provide an empirically based conceptional groundwork for educational research on the far right. Drawing on archival research and content analysis of programmatic material produced by diverse and influential far-right organisations in France, (West) Germany, and Italy, I show that the post-war European far right disposes of the two essential features of a social movement: an action-oriented frame that reduces educational reforms to a common contentious theme, and a dense organisational network. The latter engages in institutional and contentious politics, as well as education. Theoretically, these findings suggest that, in the realm of education, the far right ought to be conceptualised as a social movement that seeks to influence education policy, and represents itself an educational actor. Addressing the far right's multifaceted educational engagement thus requires a combined effort across European education research.
自20世纪80年代以来，右翼极端主义、激进主义和民粹主义已成为欧洲政治中的变革力量。这种意外的复兴引发了跨学科的学术努力，以完善我们对极右翼的理解。然而，教育学家在很大程度上缺席了这一努力，这使我们无法从理论上探讨并应对极右翼政治和文化发展对欧洲教育可能产生的影响。本文旨在为极右翼教育研究提供基于实证的概念基础。通过对法国、（西）德和意大利不同且有影响力的极右翼组织所产生的纲领性材料进行档案研究和内容分析，我表明战后欧洲极右翼具备社会运动的两个基本特征：一个将教育改革简化为共同争议主题的行动导向框架，以及一个密集的组织网络。后者参与制度性和抗争性政治，以及教育活动。从理论上讲，这些发现表明，在教育领域，极右翼应被概念化为一个试图影响教育政策且本身代表一个教育行为体的社会运动。因此，应对极右翼多方面的教育参与需要欧洲教育研究的共同努力。
