Abstract
In recent years, fascist-aligned ideologies and violence have become increasingly prevalent in public discourse, schools, and communities across the United States. Educational institutions have emerged as critical spaces for reinforcing or resisting these ideologies. Yet, few educators have been equipped—or empowered—to actively disrupt the rise of fascist tendencies among youth. Existing literature on antifascist education has primarily remained theoretical, with little attention paid to the lived experiences and applied practices of antifascist educators in K–18 public settings. This gap is particularly pressing as educators are uniquely positioned to challenge authoritarianism and cultivate liberatory, justice-centered learning environments. This qualitative study used a critical descriptive case study approach to explore the developmental trajectories, pedagogical practices, and institutional barriers faced by self-identified antifascist TK–18 educators in the United States. Through in-depth interviews and document analysis, the study surfaced how these educators integrated antifascist principles, critical pedagogy, and intersectionality into their educational work. Participants shared powerful testimonies about their critical identity formation, the emotional and professional challenges they navigate, and the transformative practices they cultivate in and beyond the classroom. Findings highlight how antifascist educators resist fascist ideologies through curriculum, mentorship, and coalition building, while also grappling with burnout, isolation, and institutional repression. This study provides urgently needed insights into the praxis of antifascist educators and offers recommendations for supporting and sustaining this work across teacher preparation, school leadership, and educational policy.