Political Education In Times Of Populism

"In professional and academic contexts nothing is more important than helping people to understand and engage with democratic society. Sant has written an excellent book which helps greatly towards that end. She has developed incisive new arguments about the nature of contemporary politics and education. Using the most recent as well as classic literature, she explores key ideas and issues. Through wide ranging discussions and by referring to her own valuable empirical work she characterizes and creates thoughtful insights and innovative pedagogical approaches. This book achieves the very difficult task of illuminating complex ideas at the same time as helping to determine practical ways to achieve social justice through education. Political education has been neglected for too long. This book is a bold new step in its achievement." —Ian Davies, Emeritus Professor, University of York, UK This book examines political education in times of democratic crisis, polarisation and uncertainty. Using populism as a diagnostic tool, the book scrutinises current democratic practices and considers alternatives for future social studies and citizenship education. The author examines contemporary events including Brexit, the Catalan referendum for independence and protests in Chile to ask how democratic educators can respond to times of crisis. Centered on themes of knowledge and ideology, the book draws together political philosophy and educational research to map out, critically analyse and offer alternatives to dominant debates on political education. It will be of interest and value to scholars examining the relationship between democracy and educational theory and practice. Edda Sant is Senior Lecturer at Manchester Metropolitan University, UK. A former social studies teacher, her research interests lie in citizenship, political and democratic education. She has published widely in this field, and in 2016 was recognized with a Children’s Identity & Citizenship European Association Award.

This compilation explores the significance of religion for the controversies stirred up by populist politics in European and American contexts, engaging Jewish, Christian, and Islamic political thought. Moving beyond essentialist definitions of religion, the contributions offer critical interpretations and constructive interventions for political theology today.

Democracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues. This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged. Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens’ learning for democratic participation can be made.

This book analyzes the affective modes of right-wing populism and discusses the pedagogical implications for renewing democratic education.

Populism is a central concept in the current media debates about politics and elections. However, like most political buzzwords, the term often floats from one meaning to another, and both social scientists and journalists use it to denote diverse phenomena. What is populism really? Who are the populist leaders? And what is the relationship between populism and democracy? This book answers these questions in a simple and persuasive way, offering a swift guide to populism in theory and practice. Cas Mudde and Cristóbal Rovira Kaltwasser present populism as an ideology that divides society into two antagonistic camps, the "pure people" versus the "corrupt elite," and that privileges the general will of the people above all else. They illustrate the practical power of this ideology through a survey of representative populist movements of the modern era: European right-wing parties, left-wing presidents in Latin America, and the Tea Party movement in the United States. The authors delve into the ambivalent personalities of charismatic populist leaders such as Juan Domingo Péron, H. Ross Perot, Jean-Marie le Pen, Silvio Berlusconi, and Hugo Chávez. If the strong male leader embodies the mainstream form of populism, many resolute women, such as Eva Péron, Pauline Hanson, and Sarah Palin, have also succeeded in building a populist status, often by exploiting gendered notions of society. Although populism is ultimately part of democracy, populist movements constitute an increasing challenge to democratic politics. Comparing political trends across different countries, this compelling book debates what the long-term consequences of this challenge could be, as it turns the spotlight on the bewildering effect of populism on today's political and social life.

Schooling for Democracy in a Time of Global Crisis combines democratic theory with education practice to address the problem of a schooling that is for democracy, and points to the possibilities, limits and tensions of attempting to re-imagine education in more inclusive, collective and sustainable ways through democratic action. Contemporary liberal–democratic societies are faced with multiple complex global crises, which demand a range of responses, including how education can produce critical and engaged young people with a collective commitment to tackling the effects of the global climate crisis, growing social and economic inequalities, political instability, insecurity, fear and hate. This book examines how more critically democratic educational policies and practices, and the daily actions of learners, educators, leaders, communities and societies can work towards collective well-being, increased civic participation and commitment to an ecologically sustainable engagement with the planet. In addition to being a work of critical scholarly analysis, this book provides a manifesto for the possibilities of contemporary democratic education in a time of global crisis. This book will be of great interest to researchers, postgraduate students and policymakers in education.

This book explores the question of why and under which conditions right-wing populist parties receive electoral support. The author argues that neither economic variables, nor national culture or history are what account for their successes. Instead, he illustrates that the electoral success of populist parties in Western Europe, such as the French Front National or the Alternative for Germany, is best understood as the unintended consequence of misleading political messaging on the part of established political actors. A two-level theory explains why moderate politicians have changed their approaches to political messaging, potentially benefiting the nationalist, anti-elitist and anti-immigration rhetoric of their populist contenders. Lastly, the book’s theoretical assumptions are empirically validated by case studies on the immigration societies of Germany, the Netherlands and Sweden.

This book focuses on the real-world application of the Philosophy for/with Children (P4wC) pedagogy to cultivate reasonableness in individuals through communities of philosophical inquiry. It presents a collection not only of theories but, more importantly, of experiences, discoveries, and innovations on P4wC by scholars, trainers, advocates, and practitioners around the world. Each chapter provides readers with insights and lessons that have resulted from the continuous application, exploration, and enrichment of the concepts, principles, and practices that were developed by Matthew Lipman and Ann Margaret Sharp into what P4wC is today - a dialogic pedagogical approach that may just be what is needed at a time when reasonableness and dialogue are essential to maintaining global stability and progress. In this light, this book also looks into how the P4wC approach can be practiced with adults such as when it is employed in various settings or contexts such as in business consulting, textbook writing, peace education, and extremism prevention, among others. Furthermore, this book also features chapters that discuss how the P4wC pedagogy can be beneficial once integrated into processes such as classroom teaching, teacher education, bioethics, and employee education. This book provides valuable insights about how reasonableness that is cultivated through building communities of philosophical inquiry in education can be a powerful tool for nation-building and social transformation.