If you tolerate mis(ogyny), then fascisms will be next: rewriting the classroom script through affirmative ethics

Abstract

This paper critically examines the influence of misogyny in neoliberal UK educational settings, linking misogynistic ideals and ‘manfluencer’ practices to growing fascistic tendencies. Viewing this predicament through a posthuman lens, we draw upon posthumanist and poststructural knowledge, along with rhizomatic thinking to analyse how misogyny manifests in classroom interactions and curricula, revealing the affective dynamics of gendered power relations. We introduce microfascism to illustrate how the everyday enforcement of patriarchal norms, amplified by algorithms, reinforces misogyny and authoritarian structures. In response, we propose a framework based on Spinozan affirmative ethics, which can resist and transform these oppressive dynamics. This framework emphasizes relationality, multiplicity, and transformation, offering a way to disrupt misogynistic and fascistic structures and foster inclusive classroom practices. By decentring traditional power hierarchies and encouraging difference, this approach empowers students and educators to create learning environments that challenge misogyny and fascism while promoting ethical, diverse, and creative engagement.