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The purpose of this essay is to revisit the notion of indoctrination in education by providing a summary of the field and highlighting the role of affects and emotions in the aftermath of the ‘affective turn’. It is argued that  affective indoctrination —defined as the emotional coercion or manipulation that, arguably, any form of education might use in order to be effective—is likely to invoke harm in students, intentionally or unintentionally. Hence, it is suggested that education theorists and educators in general need not only to acknowledge affective indoctrination as a possible component of all education, but also to explore and take measures how to minimize the extent to which indoctrinal teaching may be facilitated through cultivating certain affects and emotions. Theorizing affective indoctrination can offer new insights into how and why educators and students adopt or resist particular political beliefs (e.g. democracy or fascism).

Rethinking political socialization in schools: The role of ‘affective indoctrination’