Educators, Epistemic Reflexivity and Post-Truth Conditions
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| Title: | Educators, Epistemic Reflexivity and Post-Truth Conditions |
|---|---|
| Language: | English |
| Authors: | Christopher T. McCaw (ORCID |
| Source: | Journal of Educational Change. 2024 25(3):455-484. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Ethics, Epistemology, Trust (Psychology), Teacher Attitudes, Social Problems, Faculty Development, Deception, Misinformation |
| DOI: | 10.1007/s10833-023-09499-1 |
| ISSN: | 1389-2843 1573-1812 |
| Abstract: | Under 'post-truth' conditions the generation, circulation and status of knowledge are being transformed, with significant implications for institutional trust, social cohesion and public safety. These conditions raise complex challenges and opportunities within education, which plays a potentially pivotal role in supporting communities to respond in an assertive and critical manner. However, little is currently understood about the way key stakeholders within education position themselves epistemically in relation to post-truth conditions. The purpose of this research was to analyse epistemic aspects of educators' responses to post-truth conditions using a 'social lab' methodology, which is a qualitative, action-oriented approach to studying complex social problems. Analysis of data from the social lab, which involved a variety of education stakeholders, identified four epistemic aims (with associated ideals, processes and actions) to orient an educational response to post-truth conditions. However, overall, epistemic aims lacked precision and contextual specificity. Furthermore, aims were associated with divergent underpinning epistemological commitments, mirroring divergences in literature on the educational implications of post-truth conditions. Teachers may require additional training to enhance epistemic reflexivity and drive more productive and inclusive conversations about post-truth in classrooms, staffrooms and ITE programs. The findings are suggestive of the complex epistemological and institutional dynamics that need to be negotiated in educational responses to post-truth conditions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439250 |
| Database: | ERIC |
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| Abstract: | Under 'post-truth' conditions the generation, circulation and status of knowledge are being transformed, with significant implications for institutional trust, social cohesion and public safety. These conditions raise complex challenges and opportunities within education, which plays a potentially pivotal role in supporting communities to respond in an assertive and critical manner. However, little is currently understood about the way key stakeholders within education position themselves epistemically in relation to post-truth conditions. The purpose of this research was to analyse epistemic aspects of educators' responses to post-truth conditions using a 'social lab' methodology, which is a qualitative, action-oriented approach to studying complex social problems. Analysis of data from the social lab, which involved a variety of education stakeholders, identified four epistemic aims (with associated ideals, processes and actions) to orient an educational response to post-truth conditions. However, overall, epistemic aims lacked precision and contextual specificity. Furthermore, aims were associated with divergent underpinning epistemological commitments, mirroring divergences in literature on the educational implications of post-truth conditions. Teachers may require additional training to enhance epistemic reflexivity and drive more productive and inclusive conversations about post-truth in classrooms, staffrooms and ITE programs. The findings are suggestive of the complex epistemological and institutional dynamics that need to be negotiated in educational responses to post-truth conditions. |
|---|---|
| ISSN: | 1389-2843 1573-1812 |
| DOI: | 10.1007/s10833-023-09499-1 |
