Homo Novus in the Conquest of the Empire: The Playful Element in Fascist Propaganda and Pedagogy: A Case Study

Abstract

The Italo-Ethiopian War (1935–1936) represents, par excellence, the war of fascism for fascism. It is no coincidence that the extensive use of military resources was accompanied by an extraordinary propaganda campaign, which also had clear and evident pedagogical implications. The regime, at the peak of its consensus and in the full deployment of its totalitarian vocation, took on the objective of raising the young and very young generations “to the level of the Empire.” The pedagogical project of the homo novus experienced a qualitative leap. The combination of war and Africa, filled with heroic fascination and ancestral mystery, stroke the imagination of teachers, educators, textbook compilers, and, similarly, excited the imagination of the youth. The enthusiasm generated by propaganda, or the propaganda itself artificially returned to the public sphere, promoted the psychological dynamics of “celebration” and play. Although fascist pedagogy underestimated the relationship between learning and play, the playful element actually emerged as an important factor in political mobilization and, above all, imperialistic education. The didactic strategies of elementary school teachers, developed in preparation for and during the African conflict, are proof of this. However, even the private industry aligned itself with the pedagogical influences of the regime, introducing a wide variety of toys on the market that served to shape an imperialist, warlike, chauvinistic, and racist mentality. The province of Perugia is undoubtedly an interesting field of investigation: on the territory of the “capital of the fascist revolution,” starting from 1923, governing groups making loyalty to the Duce the driving force of their political rise took over the institutional and administrative structures. But that’s not all: unlike elsewhere, the Gentile reform enjoyed widespread consensus in Perugia from the beginning. Moreover, the majority of teachers joined Mussolini’s movement from the very beginning.