Experts, knowledge and criticality in the age of ‘alternative facts’

A special issue of the priced journal Teaching in Higher Education (volume 24 issue 3, 2019) focuses on Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education. Articles include:
- Just Google it! Digital literacy and the epistemology of ignorance by Ibrar Bhatt & Alison MacKenzie
- Rethinking the role of the academy: cognitive authority in the age of post-truth by Robert Farrow & Rolin Moe
- Towards a deconstructed curriculum: Rethinking higher education in the Global North by Rafe McGregor & Miriam Sang-Ah Park
- Calling out ‘alternative facts’: curriculum to develop students’ capacity to engage critically with contradictory sources by Trudi Cooper
- The truth, but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims by Jake Wright
- Understanding the world today: the roles of knowledge and knowing in higher education by Elizabeth Hauke
- Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes by Gwyneth Hughes
- The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses by Mark Brooke, Laetitia Monbec & Namala Tilakaratna
https://www.tandfonline.com/toc/cthe20/24/3
Photo by Sheila Webber: Cat, Glenelg, July 2019