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This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language teaching and learning in the post-truth era.
The volume begins by outlining the theoretical foundations for the study of the teaching and learning of English as a platform for post-truth pedagogies, with authors reflecting on the implications of contemporary sociopolitical and cultural realities for critical literacies and critical interculturality. The remaining chapters explore these factors at play across empirical studies spanning myriad educational practices and contexts around the world. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, and climate change, as well as practical and pedagogical considerations for fostering critical thinking, ethical and environmental awareness, deep learning, and democratic citizenship in a post-truth climate in the classroom.
This book will be of interest to students and scholars in English language learning and teaching, language and education, intercultural education, critical literacy studies, and applied linguistics, as well as practitioners in these fields.
Inhaltsverzeichnis
SECTION I: Conceptual Issues, Chapter 1. Post-truth pedagogies in English language education: Key areas of concern Hild Elisabeth Hoff and Aud Solbjørg Skulstad,
Chapter 2. The destabilisation of truth: A challenge to critical literacy Hilary Janks,
Chapter 3. What does it mean to mean? Tracing the theoretical turns towards post-truth literacy Frank Serafini and George Hruby,
SECTION II: Theoretical Issues, Chapter 4. From dichotomy to complexity: Popular music as a catalyst for moving beyond binary thinking Hild Elisabeth Hoff,
Chapter 5. Learning tasks and persuasion in post-truth educational contexts Aud Solbjørg Skulstad,
Chapter 6. Exploring linguistic taboos and intercultural learning in the EAL classroom Daniel Becker,
SECTION III: EMPIRICAL ISSUES, Chapter 7. Teaching multimodal news to children in the post-truth era Fei Victor Lim and Jing Hui Melody Heng,
Chapter 8. Reading political visuals: A study of Norwegian upper secondary EAL students' interpretations of visual meaning-making in US news reports Sigrid Ørevik,
Chapter 9. Critical approaches to conspiracy theories in the EAL classroom: Deconstructing the Great Replacement Theory Massimiliano Demata and Denise Filmer,
Chapter 10. Pre-service English language teachers' critical engagement with multimodal texts: Navigating knowledge and imaginaries Cecilie Waallann Brown and Milica Savic,
Chapter 11. Ecodialogic teaching and learning in the post-truth era Hege Emma Rimmereide,
Index
Über den Autor / die Autorin
Hild Elisabeth Hoff is Associate Professor of English didactics at the University of Bergen, Norway, where she teaches and supervises students at BA, MA and PhD levels.
Aud Solbjørg Skulstad is Professor of English didactics in the Department of Foreign Languages at the University of Bergen, Norway, where she teaches and supervises student teachers of English and PhD students.
