Post-Truth, Education and Dissent

Autor/in	Nally, David
Titel	Post-Truth, Education and Dissent
Quelle	In: Educational Philosophy and Theory, 55 (2023) 5, S.609-621 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nally, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.2000389
Schlagwörter	Dissent; Ethics; Deception; News Reporting; Teacher Attitudes; Teaching Methods; Political Attitudes; Cultural Influences; History; Comparative Analysis; Activism; Critical Literacy; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Dissens; Ethik; Täuschung; News report; Reportage; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Political attitude; Politische Einstellung; Cultural influence; Kultureinfluss; Geschichte; Geschichtsdarstellung; Aktivismus; Politischer Protest; Kritisches Lesen; Ausland; Australien
Abstract	In recent scholarship, a widely agreed upon definition of "post-truth" has proved elusive, particularly because the term is used in tandem with so-named alternative facts, fake news, misinformation, and references to an anti-expert, anti-intellectual climate. This paper will consider recent educators' efforts in the Australasian region to address the political and cultural disruption that post-truth has evoked, by inquiring into how their pedagogy mirrors or differs from that used in public spaces by protest movements. In the first section, scholarship on post-truth will be examined for how it constitutes a form of revisionist history, in which the present has been corrupted over time by comparison to a more idealised and distant past. The second section will focus on how theories about the construction of knowledge, such as Latour's notion of hybridised modernity and notions of historical consciousness, can be used to frame forms of activism as means to educate the public and disrupt the dominant political ideologies. The focus in the last section will be on examining how educators might enable learners' critical literacy so they can accommodate and overcome the negativity, cynicism, and disempowerment which characterises a post-truth paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01