Educators, epistemic reflexivity and post-truth conditions
Journal article
McCaw, Christopher T., Ryan, Mary and Lunn-Brownlee, Jo. (2023). Educators, epistemic reflexivity and post-truth conditions. Journal of Educational Change. 25, p. 455–484. https://doi.org/10.1007/s10833-023-09499-1
Authors | McCaw, Christopher T., Ryan, Mary and Lunn-Brownlee, Jo |
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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. |
Keywords | Post-truth conditions; Epistemic cognition; Epistemic reflexivity; Teachers; Social labs ; Knowledge |
Year | 01 Jan 2023 |
Journal | Journal of Educational Change |
Journal citation | 25, p. 455–484 |
Publisher | Springer-Verlag Dordrecht |
ISSN | 1389-2843 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10833-023-09499-1 |
Web address (URL) | https://link.springer.com/article/10.1007/s10833-023-09499-1 |
Open access | Published as non-open access |
Research or scholarly | Research |
Page range | 455–484 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 19 Dec 2023 |
Publication process dates | |
Accepted | 20 Nov 2023 |
Deposited | 03 Oct 2024 |
Additional information | © The Author(s), under exclusive licence to Springer Nature B.V. 2023 |
Place of publication | Netherlands |
https://acuresearchbank.acu.edu.au/item/90z11/educators-epistemic-reflexivity-and-post-truth-conditions
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