The Opposition to Inclusive Education: Authoritarianism and Social Darwinism and Their Impact on Exclusive Attitudes in Education
Tom Jannick Selisko 1 * , Marius Dilling 2
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1 Department of Education, Saarland University, Germany2 Else-Frenkel-Brunswik-Institute, University of Leipzig, Germany* Corresponding Author

Abstract

This article explores the relationship between authoritarianism, Social Darwinism, and exclusivist attitudes toward individuals with disabilities in the context of inclusive education. Using the method of structural equation modeling, we test whether authoritarianism and Social Darwinism pose a barrier to inclusive education (understood as segregated placement, transmissive learning and teaching beliefs, and a medical model of disability). The sample consists of N = 215 student teachers and psychology students from a southwestern German university. The hypothesis that Social Darwinism plays a mediating role between authoritarian attitudes and exclusivist attitudes toward inclusion was tested for the first time. Findings confirm the assumed predictive relationship between right-wing authoritarianism and opposition to inclusive education. While right-wing authoritarianism and Social Darwinism are indeed significantly related, we do not observe, however, a significant relationship between Social Darwinism and exclusionary attitudes—a finding we discuss particularly in light of our sample. The results indicate that the opposition to inclusive education is based on a coherent attitude that is in compliance with authoritarianism. Practical implications are discussed.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

International Journal of Changes in Education, Volume 3, Issue 1, 2026, 90-100

https://doi.org/10.47852/bonviewIJCE52024575

Publication date: 09 Feb 2026

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