‘Covert no-saying’: a framework for democratic education in illiberal democracies

Abstract This article develops the concept of ‘covert no-saying’ as a pragmatic framework for democratic education in illiberal democracies. Drawing on pragmatist philosophy, it argues that traditional approaches—‘yes-saying’ (compliance) and ‘drastic no-saying’ (overt dissent)—are increasingly untenable in contexts marked by repression, polarization, and diminishing civil liberties. Instead, educators should foster ‘covert no-saying’: indirect, strategic forms of dissent that preserve democratic values while minimizing personal and professional risk. Through analysis of classroom strategies such as coded language, allegory, comparative case studies, and critical media literacy, the article illustrates how teachers can nurture critical reflection and resilience in students without openly confronting illiberal authorities. The discussion highlights the importance of adaptive teacher education and collaborative support networks for sustaining democratic practice under adverse conditions. Ultimately, the article contends that covert no-saying offers a vital, context-sensitive response to democratic backsliding, enabling educators and students alike to maintain hope and agency in the ongoing struggle for democracy.