Education in a post-truth world

This project is intended to provide a scope for history teachers in high schools to effectively counter challenges posed by post-truth. Such challenges include a lack of clear definition for post-truth, as this concept is constantly evolving due to various macro-scale disruptions. This concept has been applied in various contexts, to unpack case studies of misinformation, a decline in perceived moral standards (public and private), disruptions to socio-political cohesion, as well as the product of political polarisation stemming from economic and racial inequalities. The result of these circumstances is an unwillingness to place trust in expertise and search for "truth" in relation to understandings that align with personal circumstances. It consists of several publications that deal with evolving factors which affect teachers' professional practice, including community contexts in which education takes place, changing technologies, the purposes of history education (such as instilling critical thinking and a sense of social justice), as well as information diets being shaped by algorithmic and personal biases. As a whole, these contributions are intended to empower teachers to address post-truth conditions that affect their pedagogical, curriculum, technological and instructional choices.