Building on Umberto Eco's concept of Ur-Fascism, this essay examines how authoritarian traits permeate mathematics education. Through a reflective analysis of my prior research within the context of Cyprus, I discuss troubling patterns of centralised control, rigid traditions, and hierarchical structures shaping the educational landscape. These patterns, often subtle yet pervasive, manifest in mathematics classroom practices and policies in ways that reinforce exclusionary norms. In closing, I advocate for a shift towards a critical, inclusive pedagogy that values autonomy, cultural responsiveness, and meaningful engagement with diverse perspectives. I call on teachers, policymakers, and researchers to recognise, confront, and address authoritarian influences in school mathematics and beyond.