An interesting publishing opportunity for critical scholars of higher education practices. The following is from Routledge:
In an age of “post-truth” and “alternative facts”, universities and higher education institutions must navigate an increasing resistance to knowledge and attacks on experts. Teaching in Higher Education welcomes submissions responding to this issue, seeking papers that re-examine what and how universities should teach in responding to new public skepticism. Submissions could address questions including, though not limited to:
- By what processes do universities develop curricula and pedagogies that juggle authoritative, democratic and critical approaches to knowledge creation and transmission?
- What are the implications of “post-truthism” for teaching around politically contentious issues like climate change?
- What are the challenges related to responding to calls to “decolonize” or “decentre” “Western” knowledge and legitimating subjugated knowledge in formal curricula?
- What are the challenges for the critical education of students from diverse backgrounds including those drawing on marginalised forms of knowledge?
To learn more about the special issue and how to submit, see here.