Description
Book SynopsisPedagogies of Post-Truth explores the national and international political developments in what has been called a post-truth society; specifically, in which conservative groups target media outlets claiming fabrication of news and that the veracity of evidence-based reporting should be questioned. Truth has been reduced to the validation of opinions instead of the presentation of scientific facts. This collection responds to these issues by initiating a scholarly dialogue about teaching in the era of post-truth in which research-based findings that do not align with political viewpoints are judged, criticized, and often described as “fake.” Contributors evaluate the pedagogical challenges of post-truth discourse and how post-truth messages negatively affect instructors and students. By highlighting ways instructors and students can resist the hegemony of post-truth, this book creates a dialogue among scholars, illustrates the challenges, and offers pedagogical techniques to discuss “post-truth,” the role of the educator, the role of media, and the role of other story-makers of our society.
Table of ContentsTable of Contents
Introduction: David H. Kahl, Jr. & Ahmet Atay
Section 1: Media, Post-Truth, and Pedagogy
Chapter 1: Academic Freedom Under Threat: Teaching Against Trumpism in the Neoliberal University.
Ann M. Savage
Chapter 2: Training Journalism Students in a Post-Truth Era.
John Huxford & K. Megan Hopper
Chapter 3: Challenging the Discourse of Post-Truth in Media Classes: Digital Media and Cultural Pedagogies.
Ahmet Atay
Section 2: Post-Truth and Critical Communication Pedagogy
Chapter 4: Property, Postsocialism, and Critical Communication Pedagogy in the Post-Truth Era. Jennifer A. Zenovich & Leda Cooks
Chapter 5: The Hegemony of Post-Truth: Responding through Critical Communication Pedagogy.
David H. Kahl, Jr.
Chapter 6: Be(ing) in “Post-truth”: Notes on Performing Contested Selves in/as Critical Communication Pedagogy.
Simon Rousset
Chapter 7: Finding Truth in a “Post-Truth” World: Critical Communication Pedagogy as Transformative Learning.
Chad Woolard & Joseph Zompetti
Section 3: Student Engagement, Post-Truth, and Pedagogy
Chapter 8: Civic Engagement and Dialogic Approaches to Post-Truth in the Classroom.
J.J. Sylvia IV
Chapter 9: Roundtable Discussions: Contesting Ideologies Undergirding Post-truth Discourse with Student Agency
Robert J. Razzante & Benny LeMaster
Chapter 10: “TEACH US THE TRUTH:” Teaching Historical Understanding in the Era of Post-Truth Politics.
Anjuli Joshi Brekke
