Call for Papers Special Theme Issue: Opposing Exclusionary Democracy: Culture and Values beyond Reactionary Populism


Journal of Culture and Values in Education

Call for Papers

Special Theme Issue:

Opposing Exclusionary Democracy: Culture and Values beyond Reactionary Populism

Guest Co-Editors: Christopher G. Robbins and Joe Bishop

 send papers to and 

Final Submissions due no later than September 25, 2019. 


Critiques, popular and scholarly alike, have considered the seemingly sudden rise of reactionary populism in recent years. From the Brexit vote in England and election of Theresa May as British prime minister to the consolidation and, the startling electoral college victory of Trump in the U.S., alongside an emboldened white supremacism and similar hard right turns in Brazil, the Philippines, and other places, rumblings of a hardened, even authoritarian, conservatism can be identified in many Western and other putatively democratic societies. Such critiques often point to a crisis of modern democracy, perhaps its inversion or even its rejection, given the unabashedly hostile, exclusionary and illiberal claims and visions upon which new populisms rest. New, resurgent or intensified, reactionary populisms, however, coexist with significant progressive movements, reflecting a fracturing of the polity that some argue is the consequence of the asymmetrical allocation of power and opportunities, threats to existential security, and migrations of peoples caused by neoliberal globalization. Responses to these societal and global shifts inherently concern visions, values, and the active cultures that materialize them. Put differently, contemporary societal responses to neoliberal globalization present challenges that are, at their root, educational in character, and challenge democracy and the formative cultures on which it depends. These identifiable social and political trends raise new questions about education, formal and informal, and the pedagogies requisite of a vital, participatory, and inclusionary democracy. With rare exception, analyses of the new populisms largely overlook educational concerns and questions.       


We invite pieces that address one or more of the following or other topics related to the theme of the issue including ones that merge poetic form with analytic content as well as empirical studies:

  • What specific events have led to the current, fragmented situation as it plays out in education?
  • How have reactions against reactionary populism been stifled in educational and other institutions?
  • What role does one’s economic situation play in the rise of the new populism?
  • How can a progressive education counter current exclusionary practices in a context of increasing standardization?
  • How are various circulating values disseminated and countered?
  • Why have identity politics superseded every other form of political grievance, and what might be essential pedagogical considerations to make in broadening and linking related but seemingly disparate interests around values and relationships essential to inclusive and participatory democracy?
  • Reactionary populisms make appeals, as the New Right in the 1970s and 1980s did, to “values” and a social order on which those values allegedly rested. How can progressive pedagogies reenter values debates and make values claims? What values?
  • How might progressive pedagogies and analyses consider the ways in which new populisms have co-opted and manipulated left critiques of Truth (e.g., alternative facts, fake news)?