Education and Democracy: A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-Truth Era

Autor/in	Wilson, Leland C.
Titel	Education and Democracy: A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-Truth Era
Quelle	(2022), (308 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Piedmont University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-4006-5
Schlagwörter	Hochschulschrift; Dissertation; Social Studies; Democracy; Educational Change; Curriculum Development; Deception; News Reporting; Secondary School Students; Teaching Methods; Secondary School Teachers; Teacher Attitudes; Political Attitudes; Critical Thinking; Social Attitudes; Media Literacy; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gemeinschaftskunde; Demokratie; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Täuschung; News report; Reportage; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Political attitude; Politische Einstellung; Kritisches Denken; Social attidude; Soziale Einstellung; Media skills; Medie competence; Medienkompetenz
Abstract	The term post-truth refers to a condition in which facts are less influential in shaping public opinion than appeals to emotion and personal beliefs. The modern media landscape has created opportunities for various forms of fake news to proliferate at unprecedented rates. Consequently, many elements of democracy and its institutions are being undermined and threatened. There are serious questions as to whether the curve of fake news has gotten ahead of our ability to educate students to think critically and to navigate this quickly evolving media and socio-political landscape.The aim of this research was to study the fake news phenomenon through the lens of secondary social studies educators in Georgia. The methodology consisted of three semi-structured interviews with five participants. The findings of this study help to contextualize the problem of fake news relative to the existing secondary social studies curricular framework, the elements that are essential for identifying and building resistance to fake news, and includes considerations for potential curricular reforms that could help attenuate the negative effects of fake news. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01