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.

Contributions by: Ahmet Atay, Anjuli Joshi Brekke, Leda Cooks, K. Megan Hopper, John Huxford, David H. Kahl, Lore/tta LeMaster, Rob Razzante, Simon Rousset, Ann Savage, J.J. Sylvia, Chad Woolard, Jennifer Zenovich, Joseph Zompetti