CFP: Pedagogies of Post Truth

CFP: Pedagogies of Post Truth

Ahmet Atay (College of Wooster) and David H. Kahl, Jr. (Penn State Behrend)

In the aftermath of the latest national and international political developments, such as Brexit referendum and the 2016 Presidential election, Western societies, including the U.S., began to live in what has been called a post-truth society. Specifically, during the last two years in the U.S., the U.K., and other parts of the world, conservative groups have targeted media outlets claiming that they fabricate news and that the veracity of evidence-based reporting should be questioned. As the discussion on the post-truth became impassioned, scholars began examining the role of “truth,” “accuracy,” and “voice” in mainstream politics. These discussions also changed the discourse of higher education and the ways in which we approach current issues in the classroom. As an extension of the political and cultural milieu, higher education institutions have also been targeted and critiqued for promoting liberal agendas, which are increasingly equated with untruthfulness.

Hence, the ways in which we talk about issues pertaining to marginalized lived experiences has shifted—in some cases surveilled. This project stems from a curiosity to create 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 “not real.” Thus, this project focuses on one microcosm of our society, the classroom. Although the classroom is inherently a political environment in which instructors make statements based on research, those ascribing to the post-truth movement often argue that the classroom should be devoid of political dialogue, something that is central to the Communication discipline. This eradication of dialogue deprives students of discussion, from multiple perspectives, of issues that challenge them to become more articulate and creative.

Additionally, because of the “post-truth” discourse, our students are encouraged to question the truth and validity of the information that they are given, including personal stories that are shared in the classroom or through class readings. Therefore, in this project, our goal is to create a dialogue around these issues, highlight some of the challenges, offer critical insights and pedagogical techniques to discuss the issues around the “post truth,” the role of the educator, the role of media, and the role of other story-makers of our society.

The book aims to answer the following questions:

1) What is post-truth in higher education?

2) What are challenges that instructors face with/in the current post-truth movement?

3) How does critical (communication) pedagogy (and related theories/approaches) inform classroom dialogue about these issues?

Topics may include but not limited to:

1- What is “post truth?” What does it look like in the classroom settings?

2- Challenges involved in teaching politically charged topics.

3- The role of dialogue in the context of “post-truth.”

4- Pedagogical techniques to discuss the issues relating to “post truth.”

5- Theories relating to critical (communication) pedagogy that would unpack the idea of “post-truth.”

6- How do instructors interact with students who view the study of critically focused subject matter as “fake?”

7- What role does critical (communication) pedagogy play in a post-truth classroom?

Abstracts are due by December 15, 2018, with a word length of no more than 500 words, along with pertinent references, contact information, and a short biographic blurb of no more 300 words. Full-length manuscripts are due on June 1, 2019, with a word length of no more than 5,000-7,000 words and in APA style, including references and endnotes. Please email your abstracts as Word documents to both Ahmet Atay ([email protected]) and David H. Kahl, Jr. ([email protected]) for an initial review.
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Ahmet Atay, Ph.D
Associate Professor
Department of Communication
Chair of Women's, Gender, and Sexuality Studies
College of Wooster
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Visiting Scholar, CEMP
Bournemouth University


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