Discipline, Conformity, Compliance—An Analysis of Italy and Tunisia’s Education Guidelines for ‘Westernized’, White, Middle-Class Nations

The conjuncture of our present time, as Stuart Hall would argue, calls for a critical scrutiny of socio-political forces that aim to destabilize epistemologies and praxis of inclusion, diversity and equity. Such forces use education as a strategic site to perpetuate far-right ideologies and the idea of superiority of white, Western, middle-class nation-states. This article explores more recent manifestations of fortress Europe through the co-optation of inclusive education for migrant and refugee students in Italy and Tunisia. As critical scholars from opposite sides of the Mediterranean, we draw on anti-Blackness to engage in an analysis of the use of education policies to reproduce white supremacy in Italian society, while investing in humanitarian education in Tunisia to contain the movement of African migrants towards Europe. Lastly, the article intends to center the voices of Afro-descendant activists, who have increasingly gained a platform to speak back against such policies, and advocate for a more equitable society, with a more inclusive citizenship law.