This article puts in conversation Georges Bataille's contributions to critical theory of fascism with contemporary affect theory, and outlines some implications for antifascist education. The purpose is to critically engage with the role of affectivity in fascism and antifascist education and unpack the risks entailed in antifascist education as a case of 'affective education,' thereby extending our understanding of the affective dimensions of antifascist education. If antifascism requires attunement to antifascist affects and sensibilities, as Bataille suggests, then there are important ethical and political risks for antifascist education. In particular, if antifascist education must stoke a passion for democracy, then there are concerns about where to draw the line that enables a non-dogmatic, non-manipulative antifascism. The article discusses whether or how it might be possible to remedy some of these ethical and political risks through particular strategies.