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Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy

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Title: Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy
Language: English
Authors: Shan Mohamm (ORCID 0000-0003-0889-2229), Quinn Grundy (ORCID 0000-0002-7640-8614), Jessica Bytautas (ORCID 0000-0002-7931-2036)
Source: Teaching & Learning Inquiry. 2024 12.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Ethics, Misinformation, Deception, Trust (Psychology), Beliefs, Teaching Methods, Information Sources, Power Structure, Political Attitudes, Critical Theory, Nursing Education, Higher Education
ISSN: 2167-4779
2167-4787
Abstract: Post-truth strategies are characterized by the manipulation of facts and personal assertions of the truth for political gain. By seeding polarization, skepticism, and mistrust, post-truth presents challenges to teaching and learning within academic settings. In this paper, we explore how post-truth is articulated in higher education literature using a critical pedagogical lens. We suggest that pedagogical scholarship needs to expand its scope beyond a focus on the media antics of individual politicians in order to interrogate the reliance on dominant framings that simply define "post-truth" as circumstances where personal beliefs take precedence over established facts. We argue that the current framing of post-truth shapes the educational response to this issue, which focuses on helping students discern correct from incorrect information, as opposed to teaching students how power and knowledge are intertwined in post-truth and ways to understand and address the subsequent and potentially harmful power relations. Since post-truth strategies are enacted to restrict thoughtful reflection on dominant relations of power, we propose a critical pedagogical framework to problematize the notion of objective truth, account for the politics of exclusion, examine power relations, and contest post-truth strategies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440699
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Shan+Mohamm%22">Shan Mohamm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0889-2229">0000-0003-0889-2229</externalLink>)<br /><searchLink fieldCode="AR" term="%22Quinn+Grundy%22">Quinn Grundy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7640-8614">0000-0002-7640-8614</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Bytautas%22">Jessica Bytautas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7931-2036">0000-0002-7931-2036</externalLink>)
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: Post-truth strategies are characterized by the manipulation of facts and personal assertions of the truth for political gain. By seeding polarization, skepticism, and mistrust, post-truth presents challenges to teaching and learning within academic settings. In this paper, we explore how post-truth is articulated in higher education literature using a critical pedagogical lens. We suggest that pedagogical scholarship needs to expand its scope beyond a focus on the media antics of individual politicians in order to interrogate the reliance on dominant framings that simply define "post-truth" as circumstances where personal beliefs take precedence over established facts. We argue that the current framing of post-truth shapes the educational response to this issue, which focuses on helping students discern correct from incorrect information, as opposed to teaching students how power and knowledge are intertwined in post-truth and ways to understand and address the subsequent and potentially harmful power relations. Since post-truth strategies are enacted to restrict thoughtful reflection on dominant relations of power, we propose a critical pedagogical framework to problematize the notion of objective truth, account for the politics of exclusion, examine power relations, and contest post-truth strategies.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Ethics
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      – SubjectFull: Misinformation
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      – SubjectFull: Deception
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Beliefs
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Information Sources
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      – SubjectFull: Power Structure
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      – SubjectFull: Political Attitudes
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      – SubjectFull: Nursing Education
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      – SubjectFull: Higher Education
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              Type: published
              Y: 2024
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