Main Article Content

Abstract

The aim of this paper is the reconstruction of the emergence and dynamics of contemporary identity politics. It argues that the focus on identity is not solely a feature of authoritarian populism but also a feature of meritocratic and individualistic ideology of anti-populist parties and social movements. The paper further explores, how the politicized processes of identity formation manifest as self-victimization, leading to unresolvable culture wars, whose intensity seems to be amplified by the current hegemonic crisis of the neoliberal order.


In this context, the article's main thesis is that, in the face of the twin crises of extreme political polarization and the existential threat posed by the climate crisis, education can play a significant role in establishing new universalism by redirecting attention from the processes of identity formation to the task of generating a new symbolic universe, which would allow the setting aside of the current conflicts.

Keywords

tożsamość polityka tożsamości uniwersalizm wiktymizacja schyłek neoliberalizmu kryzys hegemonii kryzys klimatyczny identity identity politics universalism victimization decline of neoliberalism hegemonic crisis climate crisis

Article Details

How to Cite
Starego, K. (2025). Difference – Identity – Education in a Post – Neoliberal Era: A Call for a New Universalism. INSTED: Interdisciplinary Studies in Education & Society, 26(2(96), 9–32. https://doi.org/10.34862/tce.2024.2.4

References

  1. Badiou, A. (2007). Święty Paweł i ustanowienie uniwersalizmu. Korporacja Ha!art.
  2. Badiou, A. (2009). Theory of the Subject. Continuum.
  3. Banet-Weiser, S. (2021). ‘Ruined’lives: Mediated white male victimhood. European Journal of Cultural Studies, 24(1), 60-80. https://doi.org/10.1177/1367549420985840
  4. Bernstein, M. (2005). Identity politics. Annual Review of Sociology, 31(1), 47-74. https://doi.org/10.1146/annurev.soc.29.010202.100054
  5. Berry, J. A., Ebner, D., Cornelius, M. (2021). White identity politics: linked fate and political participation. Politics, Groups, and Identities, 9(3), 519–537. https://doi.org/10.1080/21565503.2019.1615965
  6. Bickford, S. (1997). Anti-anti-identity politics: Feminism, democracy, and the complexities of citizenship. Hypatia, 12(4), 111-131. https://doi.org/10.1111/j.1527-2001.1997.tb00300.x
  7. Birch, K., Mykhnenko, V. (2010). The rise and fall of neoliberalism: the collapse of an economic order?. Bloomsbury Publishing.
  8. Brown, W. (1995). States of injury: Power and freedom in late modernity. Princeton University Press.
  9. Brown, W. (2019). In the ruins of neoliberalism: The rise of antidemocratic politics in the West. Columbia University Press.
  10. Carusi, T., Szkudlarek, T. (2020). Education is society… and there is no society: The ontological turn of education. Policy futures in education, 18(7), 907-921. https://doi.org/10.1177/1478210320933018
  11. Carusi, F. T. (2022). Symposium introduction: the politics of educational instrumentalism. Educational Theory, 72(3), 281-286. https://doi.org/10.1111/edth.12530
  12. Chouliaraki, L. (2021). Victimhood: The affective politics of vulnerability. European Journal of Cultural Studies, 24(1), 10-27. https://doi.org/10.1177/1367549420979316
  13. Chouliaraki, L., Banet-Weiser, S. (2021). Introduction to special issue: The logic of victimhood. European Journal of Cultural Studies, 24(1), 3-9. https://doi.org/10.1177/1367549420985846
  14. Brown, W. (2020). States of injury: Power and freedom in late modernity. Princeton University Press.
  15. Chutorański, M. (2017). W stronę nie-antropocentrycznej ontologii tego, co edukacyjne. INSTED: Interdisciplinary Studies in Education & Society, 20(4(80), 7-21. https://insted-tce.pl/ojs/index.php/tce/article/view/397
  16. Cole, A. M. (2007). The cult of true victimhood: From the war on welfare to the war on terror. Stanford University Press.
  17. D'Cruz, C. (2016). Identity politics in deconstruction: Calculating with the incalculable. Routledge.
  18. Depaepe, M., Herman, F., Surmont, M., Van Gorp, A., Simon, F. (2008). About pedagogization: From the perspective of the history of education. W: P. Smeyers, M. Depaepe (red.), Educational research: The educationalization of social problems (s. 13-30). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9724-9_2
  19. Crenshaw, K. (2013). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. W: K. Maschke (red.), Feminist legal theories (s. 23-51). Routledge.
  20. Elshtain, J. B. (1993). Democracy on trial. House of Anansi.
  21. Fisher, M. (2013, 24 listopada). Exiting the vampire castle. Open Democracy. https://www.opendemocracy.net/en/opendemocracyuk/exiting-vampire-castle/
  22. Fortier, A.-M. (2010). Proximity by design? Affective citizenship and the management of unease. Citizenship Studies, 14(1), 17-30. https://doi.org/10.1080/13621020903466258
  23. Fraser, N. (2019). The old is dying and the new cannot be born: From progressive neoliberalism to Trump and beyond. Verso Books.
  24. Frank, T. (2008). Co z tym Kansas?. Wydawnictwo Krytyka Polityczna.
  25. Frank, T. (2016). Listen, liberal: or, what ever happened to the party of the people?. Macmillan.
  26. Fukuyama, F. (2018a, 14 sierpnia). Against identity politics: The new tribalism and the crisis of democracy. Foreign Affairs, 97(5), 90-114. http://www.jstor.org/stable/44823914
  27. Fukuyama, F. (2018b). Identity: Contemporary identity politics and the struggle for recognition. Profile books.
  28. Gramsci, A. (1992). Selections from the prison notebooks. International Publishers.
  29. Haider, A. (2022). Mistaken Identity: Mass Movements and Racial Ideology. Verso Books.
  30. Hartsock, N. (2003). The Feminist Standpoint: Developing the cally Feminist Historical Materialism. W: S. Harding, M. B. Hintikka (red.), Discovering reality: Feminist perspectives on epistemology, metaphysics, methodology, and philosophy of science (Wyd. 2., s. 283-310). Springer Science & Business Media. https://doi.org/10.1007/978-94-010-0101-4
  31. Hekman, S. (1999). Identity crises: Identity, identity politics, and beyond. Critical Review of International Social and Political Philosophy, 2(1), 3-26. https://doi.org/10.1080/13698239908403266
  32. Hochschild, A.R. (2017). Obcy we własnym kraju. Gniew i żal amerykańskiej prawicy. Wydawnictwo Krytyka Polityczna.
  33. Horwitz, R. B. (2018). Politics as victimhood, victimhood as politics. Journal of Policy History, 30(3), 552-574. https://doi.org/10.1017/S0898030618000209
  34. Hursh, D. (2020). Editor’s introduction: The end of neoliberalism. Policy Futures in Education, 18(1), 1-8. https://doi.org/10.1177/1478210319899776
  35. Kymlicka, W. (2003). Liberal Theories of Multiculturalism. W: L. H. Meyer, S. L. Paulson, T. W. Pogge (red.). Rights, Culture, and the Law. Themes from the Legal and Political Philosophy of Joseph Raz (s. 229-253). Oxford University Press.
  36. Laclau, E., Mouffe, C. (2007). Hegemonia i socjalistyczna strategia. Przyczynek do projektu radykalnej polityki demokratycznej. Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej Edukacji TWP.
  37. Laclau, E. (2009). Rozum populistyczny. Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej.
  38. Léger, M. J. (2023). Introduction: The Politics of Emancipatory Universality. W: M. J. Léger (red.), Identity Trumps Socialism: The Class and Identity Debate After Neoliberalism (s. 1-26). Routledge ; Taylor & Francis.
  39. Londoño Agudelo, A. M., Guzmán Sossa, Y. A. (2023). La política de la identidad y las críticas desde la izquierda. Un estado del arte. Estudios Políticos, (66), 203-228. https://doi.org/10.17533/udea.espo.n66a09
  40. Mårdh, A., Tryggvason, Á. (2017). Democratic education in the mode of populism. Studies in Philosophy and Education, 36(6), 601-613. https://link.springer.com/article/10.1007/s11217-017-9564-5
  41. Meléndez, C., Rovira Kaltwasser, C. (2019). Political identities: The missing link in the study of populism. Party Politics, 25(4), 520-533. https://doi.org/10.1177/1354068817741287
  42. Mendel, M., Szkudlarek, T. (2012). Demokratyczna izolacja. Krytyczna partycypacja obywatelska. Zoon Politikon, (3), 207-223. https://www.academia.edu/47872859/Demokratyczna_izolacja_Krytyczna_partycypacja_obywatelska
  43. McGowan, T. (2019). Universality and identity politics. Columbia University Press.
  44. Mouffe, C. (2005). On the political. Routledge.
  45. Mouffe, C. (2013). Agonistics: Thinking the world politically. Verso Books.
  46. Mouffe, C. (2018). For A Left Populism. Verso.
  47. Mounk, Y. (2023). The identity trap: A story of ideas and power in our time. Penguin.
  48. Müller, J. W. (2016). What Is Populism?. University of Pennsylvania Press.
  49. Ost, D. (2007). Klęska solidarności. Gniew i polityka w postkomunistycznej Europie. Muza.
  50. Ruitenberg, C. W. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269-281. https://doi.org/10.1007/s11217-008-9122-2
  51. Saad-Filho, A. (2020). From COVID-19 to the End of Neoliberalism. Critical sociology, 46(4-5), 477-485. https://doi.org/10.1177/0896920520929966
  52. Sant, E. (2021). Political education in times of populism. Springer International Publishing.
  53. Sant, E., Tryggvason, Á. (2024). Thinking hegemony otherwise–an educational critique of Mouffe’s agonism. Distinktion: Journal of Social Theory, 1-16. https://doi.org/10.1080/1600910X.2024.2365758
  54. Schubert, K. (2022). Epistemic Troubles: Identity Politics Between Particularism and Universalism. https://hal.science/hal-04071890v1/document
  55. Sotirakopoulos, N. (2021). Identity Politics and Tribalism: The New Culture Wars. Andrews UK Limited.
  56. Spivak, G. C., Harasym, S. (2014). The post-colonial critic: Interviews, strategies, dialogues. Routledge.
  57. Starego, K. (2016). Odmowa teraźniejszości, czyli o odobywatelnianiu dzieci i udziecinnianiu obywateli. INSTED: Interdisciplinary Studies in Education & Society, 19(3 (75), 41-65. https://insted-tce.pl/ojs/index.php/tce/article/view/279
  58. Starego, K. (2017). Projekt: Obywatel. Rzecz o społecznej kontroli, zarządzaniu zmysłowością i strategiach oczyszczania. W: M. Chutorański, J. Moroz, O. Szwabowski (red.), Subsumcje edukacji (s. 195-227). Wydawnictwo Naukowe Katedra.
  59. Starego, K., Stankiewicz, Ł. (2021). Dissensual dis-identification, affective investment and communal engagement: Pedagogy of conflict for lived democracy in schools. W: R. Herheim, T. Werler, K. H. Hauge (red.), Lived Democracy in Education (s. 28-39). Routledge.
  60. Stavrakakis, Y., Jäger, A. (2018). Accomplishments and limitations of the ‘new’mainstream in contemporary populism studies. European Journal of Social Theory, 21(4), 547-565. https://doi.org/10.1177/1368431017723337
  61. Szkudlarek, T. (2017). On the politics of educational theory: Rhetoric, theoretical ambiguity, and the construction of society. Taylor & Francis. https://doi.org/10.4324/9781315712505
  62. Todd, S. Säfström, C. A. (2008). Democracy, education and conflict: Rethinking respect and the place of the ethical. Journal of Educational Controversy, 3(1), 1-11. https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1066&context=jec
  63. Tryggvason, Á. (2017). The political as presence: On agonism in citizenship education. Philosophical Inquiry in Education, 24(3), 252-265. https://doi.org/10.7202/1070610ar
  64. Tryggvason, Á. (2018). Democratic education and agonism: Exploring the critique from deliberative theory. Democracy & Education, 26(1), 1-9. https://democracyeducationjournal.org/home/vol26/iss1/1/
  65. Tryggvason, Á. (2023). Agonistic teaching: Four principles. Journal of Curriculum and Pedagogy, 1-21. https://doi.org/10.1080/15505170.2023.2284694
  66. Velasco, A. (2020). Populism and identity politics. LSE Public Policy Review, 1(1). https://doi.org/10.31389/lseppr.1
  67. Zembylas, M. (2011). Ethnic division in Cyprus and a policy initiative on promoting peaceful coexistence: Toward an agonistic democracy for citizenship education. Education, Citizenship and Social Justice, 6(1), 53-67. https://doi.org/10.1177/1746197910397911
  68. Zembylas, M. (2018). Political emotions in the classroom: How affective citizenship education illuminates the debate between agonists and deliberators. Democracy and Education, 26(1), artykuł 6. https://democracyeducationjournal.org/home/vol26/iss1/6/
  69. Zembylas, M. (2020). The affective modes of right-wing populism: Trump pedagogy and lessons for democratic education. Studies in Philosophy and Education, 39(2), 151-166. https://doi.org/10.1007/s11217-019-09691-y
  70. Zembylas, M. (2021). The affective dimension of far right rhetoric in the classroom: the promise of agonistic emotions and affects in countering extremism. Discourse: Studies in the Cultural Politics of Education, 42(2), 267-281. https://doi.org/10.1080/01596306.2019.1613959
  71. Zembylas, M. (2023). Theorizing the affective logic of victimhood in public debates: implications for everyday education practices. Discourse: Studies in the Cultural Politics of Education, 44(2), 183-194. https://doi.org/10.1080/01596306.2021.1979935
  72. Žižek, S. (2000). Class Struggle or Postmodernism? Yes, please!. W: E. Laclau, J. Butler, S. Žižek, Contingency, Hegemony, Universality: Contemporary Dialogues on the Left (s. 90-135). Verso.