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Education and Democracy : = A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-truth Era.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education and Democracy :/
Reminder of title:	A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-truth Era.
Author:	Wilson, Leland C.
Description:	1 online resource (308 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Epistemology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29068148click for full text (PQDT)
ISBN:	9798426840065

Education and Democracy : = A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-truth Era.
Wilson, Leland C.

Education and Democracy :A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-truth Era. - 1 online resource (308 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Piedmont University, 2022.

Includes bibliographical references

The term post-truth refers to a condition in which facts are less influential in shaping public opinion than appeals to emotion and personal beliefs. The modern media landscape has created opportunities for various forms of fake news to proliferate at unprecedented rates. Consequently, many elements of democracy and its institutions are being undermined and threatened. There are serious questions as to whether the curve of fake news has gotten ahead of our ability to educate students to think critically and to navigate this quickly evolving media and socio-political landscape.The aim of this research was to study the fake news phenomenon through the lens of secondary social studies educators in Georgia. The methodology consisted of three semi-structured interviews with five participants. The findings of this study help to contextualize the problem of fake news relative to the existing secondary social studies curricular framework, the elements that are essential for identifying and building resistance to fake news, and includes considerations for potential curricular reforms that could help attenuate the negative effects of fake news.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426840065Subjects--Topical Terms:

896969
Epistemology.
Subjects--Index Terms:

Critical thinking skillsIndex Terms--Genre/Form:

542853
Electronic books.

Education and Democracy : = A Phenomenological Perspective of Contemporary Social Studies Curriculum in a Post-truth Era.
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520 $a The term post-truth refers to a condition in which facts are less influential in shaping public opinion than appeals to emotion and personal beliefs. The modern media landscape has created opportunities for various forms of fake news to proliferate at unprecedented rates. Consequently, many elements of democracy and its institutions are being undermined and threatened. There are serious questions as to whether the curve of fake news has gotten ahead of our ability to educate students to think critically and to navigate this quickly evolving media and socio-political landscape.The aim of this research was to study the fake news phenomenon through the lens of secondary social studies educators in Georgia. The methodology consisted of three semi-structured interviews with five participants. The findings of this study help to contextualize the problem of fake news relative to the existing secondary social studies curricular framework, the elements that are essential for identifying and building resistance to fake news, and includes considerations for potential curricular reforms that could help attenuate the negative effects of fake news.
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