Pedagogies 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.
David H. Kahl, Jr. is professor of communication at Penn State Erie, The Behrend College.
Ahmet Atay is associate professor of communication at the College of Wooster.
Table 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.
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.
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
"Speaking truth to power, Kahl and Atay’s perfectly timed and much-needed edited collection comprehensively conceptualizes, compellingly critiques, and carefully considers how critical communication pedagogy can contribute to college students’ capacity to recognize and resist the contemporary post-truth context in which politicians, media personnel, and other parties seek to preserve power and further persecute oppressed populations, by purposefully promoting false/fake “facts” that prey on people who are persuaded by their emotions and beliefs rather than by factual truths."
"Post-truth messages, as communication that functions to 'falsify, obfuscate and shape information for nefarious reasons' (Kahl, Jr. and Atay, preface par. 7), are as pervasive as they are pernicious. The messages and the organizations and individuals who craft them effectively infiltrate our classrooms and undermine the role of colleges and universities in knowledge construction for individual and community transformation. Kahl, Jr. and Atay have assembled a collection of scholars who illuminate the challenges before us and offer pathways for educators to explore with our students in analyzing, evaluating, and rejecting hegemony, and strengthening agency. It is essential reading for navigating what comes next."