This proposal presents the results of a three-year European comparative research project focussing on the rise, influence, and impact of populism on young people in Europe. The research explored intricate relationships between populism and education in four countries in Europe: the Republic of North Macedonia, the United Kingdom, Greece, and Ireland. The study, was conducted as part of the CitEdEv (Citizenship Education in the Context of European Values) research initiative supported by the EU’s Erasmus+ Jean Monet Network. The research aimed to investigate the complex and multifaceted nature of populism and its impact on educational landscapes, societal dynamics, and democratic values across European nations, both within and outside of the European Union. The research project sought to make EU citizenship education relevant to a context in which many children and young people are increasingly anxious and concerned about their futures in the face of populism, xenophobia, divisive nationalism, discrimination, fake news and misinformation, and the rise of right-wing politics in Europe, as well as the challenge of radicalisation.

The research anticipates highlighting the adaptability of populist narratives to diverse value systems, the challenges faced by educators in navigating complex landscapes, and the necessity for ongoing investigation and research. Additionally, the study will produce a casebook for educators which emphasises the pivotal role of education in addressing populist challenges, urging more explicit incorporation of populist themes into the curriculum (both formal and informal) to equip students with critical thinking skills, digital literacy, and skills required to interrogate knowledge and facts. 

The research employs a qualitative case study approach to comprehensively investigate the nuances of populism and its intersection with education. Mudde and Kaltwasser's (2017) definition of populism serves as a conceptual framework for interviews and focus groups conducted with educators, students, and relevant stakeholders in each country. The contextual factors, historical backgrounds, and societal influences are considered, providing a rich understanding of the complexities associated with populism in diverse European settings. The data will be triangulated with secondary analysis of literature, expert interviews, and case studies. Purposive sampling was applied to the target population, ensuring a range of experiences, genders, school-type and governance. During the interviews, teachers were asked about their understanding of the term populism, if and how it featured in the formal and informal activities of the school, what resources teachers might need to teach about this idea and how education systems might respond to the threats and challenges posed by populism to EU values and to previously accepted notions of knowledge-formation, understanding and expertise.

The collective findings from the four case studies shed light on common threads and emerging patterns, contributing to a broader understanding of populism's evolving nature. Emerging from the data was the concept of the differences between education institutions, the formal curriculum, and the wider political/social culture, particularly in these fast-changing times where political national and European events can determine societal and individual responses. The data also revealed that there are significant differences in scope and opinion depending on the educational discipline of the teacher. The analysis of the findings may help to enable teachers to respond skilfully and quickly to a wider populist political culture in their home countries. In North Macedonia, the struggle against populism is shaped by historical, societal, and economic contexts, with educators facing the challenge of instilling critical thinking, democratic values, and media literacy. The United Kingdom undergoes a transformation as populist governance challenges democratic foundations, prompting a call for educators to defend democratic values and foster citizenship education. In Greece, populism emerges as a mobilising force during economic hardships, affecting various aspects of society, including education, media, and social relationships. Ireland presents a multifaceted portrait of populism challenging democratic values propelled by anti-immigrant populist sentiment, with education emerging as a crucial battleground. The findings underscore the need for continued scrutiny and understanding of populism's impact on education and society at large. As part of the Jean Monet network this research contributes to the European dimension by operationalising of the Paris Declaration of March 17 2015 (Eurydice, 2016) agreed upon by EU Education Ministers and Commissioner Navracsics promoting citizenship and common values through education, which identified the ‘urgent need to cooperate and coordinate, to exchange experiences, and to ensure that the best ideas and practices can be shared throughout the European Union.

Mudde, C., & Kaltwasser, C. R. (2017). Populism: A very short introduction. Oxford University Press. Mudde, C. (2007). Populist radical right parties in Europe. Cambridge University Press. Kenny, M. (2017). The Politics of Migration and Immigration in Europe. SAGE Publications. Estelle, M., & Castellvi, J. (2020). Understanding Populism through Education. In Populism, Media, and Education (pp. 1-19). Springer. Renaud Camus. (2011). The Great Replacement. Éditions de l'Œuvre. JR: 25-01-2024