Those who are in shock that truth doesn't seem to matter in politics miss the mark: politics has never corresponded with the truth. Rather, political struggle is about the formulation and materialization of new truths. The “post-truth” era thus offers an important opportunity to push forward into a different world. Embracing this opportunity, Derek R. Ford articulates a new educational philosophy and praxis that emerges from within the nexus of social theory and political struggle. Blocking together aesthetics, queer theory, urbanism, postmodern philosophy, and radical politics, Ford develops arguments and proposals on key topics ranging from debt and time, to the death drive and forms of political organization. Through forceful yet accessible prose, Ford offers contemporary left politics an imaginative and potent set of educational concepts and practices.

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.

This edited collection brings together international authors to discuss the meaning and purpose of higher education in a “post-truth” world. The editors and authors argue that notions such as “fact” and “evidence” in a post-truth era must be understood not only politically, but also socially and epistemically. The essays philosophically examine the post-truth environment and its impact on education with respect to our most basic ideas of what universities, research and education are or should be. The book brings together authors working in Australia, China, Croatia, Romania, Canada, New Zealand, Portugal, Sweden, UK and USA.

Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate. Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture. Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.

In the second edition of this groundbreaking work, Derek R. Ford contends that radical politics needs educational theory, posing a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and contingency? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, Ford develops a dynamic pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. In charting this constellation, Ford takes the reader on a journey that traverses disciplinary boundaries, innovatively reading theorists as diverse as Lenin, Agamben, Marx, Lyotard, Althusser, and Butler. Demonstrating how learning underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic that, perhaps paradoxically, demands the revolutionary reclamation of testing. Poetic, performative, and provocative, Communist Study is oriented toward what Ford calls “the sublime feeling of being-in-common,” which, as he insists, is always a commonness against.

In this autoethnographic work, authors Deanna L. Fassett and John T. Warren illustrate a synthesis of critical pedagogy and instructional communication, as both a field of study and a teaching philosophy. Critical Communication Pedagogy is a poetic work that charts paradigmatic tensions in instructional communication research, articulates commitments underpinning critical communication pedagogy, and invites readers into self-reflection on their experiences as researchers, students, and teachers.

‘Post-truth’ was Oxford Dictionaries 2016 word of the year. While the term was coined by its disparagers in the light of the Brexit and US presidential campaigns, the roots of post-truth lie deep in the history of Western social and political theory. Post-Truth reaches back to Plato, ranging across theology and philosophy, to focus on the Machiavellian tradition in classical sociology, as exemplified by Vilfredo Pareto, who offered the original modern account of post-truth in terms of the ‘circulation of elites’. The defining feature of ‘post-truth’ is a strong distinction between appearance and reality which is never quite resolved and so the strongest appearance ends up passing for reality. The only question is whether more is gained by rapid changes in appearance or by stabilizing one such appearance. Post-Truth plays out what this means for both politics and science.

'I really, really loved it' - Marian Keyes 'Absolute heaven - I am cackling out loud!' - Nina Stibbe 'The most exciting new heroine I've read in a very long time' - Katie Fforde 'Blows apart the South African society with one of fiction's most dynamic heroines' - Stylist Shortlisted for the Comedy Women in Print Prize ___________________________ Blessed [pronounced bles-id] The state of being blessed, often referring to a person, usually female, who lives a luxurious lifestyle funded by an older, often married partner Young, beautiful and ambitious, Bontle Tau has Johannesburg wrapped around her finger. Her admirers are falling over themselves to pay for her Mercedes, her penthouse, and her Instagrammable holidays. She's come a long way, and it's been far from easy. Yes, Bontle gets the blues from time to time. The shrink keeps wanting to talk about a past she's put behind her. But what she doesn't think about can't hurt her, can it? Darkly comic and razor-sharp, The Blessed Girl is an international bestseller about men, mental health, and getting rich by any means necessary...

This book examines the relationship between information and communication technology (ICT) and politics in a global perspective.

Talk of so-called fake news, what it is and what it isn’t, is front and center across the media landscape, with new calls for the public to acquire appropriate research and evaluation skills and become more information savvy. But none of this is new for librarians and information professionals, particularly for those who teach information literacy. Cooke, a Library Journal Mover & Shaker, believes that the current situation represents a golden opportunity for librarians to impart these important skills to patrons, regardless of their age or experience. In this Special Report, she demonstrates how. Readers will learn more about the rise of fake news, particularly those information behaviors that have perpetuated its spread;discover techniques to identify fake news, especially online; andexplore methods to help library patrons of all ages think critically about information, teaching them ways to separate fact from fiction. Information literacy is a key skill for all news consumers, and this Special Report shows how librarians can make a difference by helping patrons identify misinformation.