American Educators’ Confrontation With Fascism

Bibliographic Data

ID9735354
AuthorsThomas Fallace (0000-0002-5417-7077, William Paterson University, Wayne, NJ, corresponding author)
Year2018
Volume47
Issue1
Pages46-52
Publication date2018-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x17743726
OpenAlexW2770944422
LanguageEN
Citations received3
References cited23

This historical study explores how educators in the United States responded to the rise of fascism between the World Wars. By considering and then ultimately rejecting the fascist approach to education and philosophy, American educators defined democratic education in contrast to fascist/totalitarian approaches to education by rejecting indoctrination and propaganda. The author argues that fascism provided a catalyst for pushing epistemological issues surrounding propaganda, indoctrination, relativity, and absolutism to the center of their collective consciousness in ways that parallel the controversies of today over “fake news” and “alternative facts.”

Consciousness · Democracy · Epistemology · Higher education · Ideology · Indoctrination · Pedagogy · Philosophy of education · Political science · Politics · Sociology · Critical and Liberation Pedagogy · Educational Philosophies and Pedagogies · Educator Training and Historical Pedagogy · Law · Philosophy

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