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Rethinking the role of the academy: cognitive authority in the age of post-truth

Farrow, Robert and Moe, Rolin (2019). Rethinking the role of the academy: cognitive authority in the age of post-truth. Teaching in Higher Education, 24(3) pp. 272–287.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/13562517.2018.1558198
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Abstract

The concept of ‘post-truth’ is here explored within the context of education and educational technology. Contemporary political discourse is often characterised by a polarisation of political belief and scepticism about scientific and expert authority has become commonplace. We explore tensions between democratic and technocratic impulses in describing changes that are taking place in the way that authority typically operates in higher education. We analyse changing notions of academic authority to understand some of the implications for the practice of teaching, learning and administration. We argue that technocratic, administrative authority increasingly supplants cognitive authority and subject expertise. One result of increased emphasis on performative/administrative authority is the nature of authority both within the academy and the wider public sphere is changed. We examine the implications for pedagogy, curriculum and academic practice, suggesting that performative approaches to criticality, openness, truth and transparency offer potential routes to new constellations of cognitive authority.

Item Type: Journal Item
Copyright Holders: 2018 Informa UK Limited
ISSN: 1356-2517
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 59446
SWORD Depositor: Jisc Publications-Router
Depositing User: Jisc Publications-Router
Date Deposited: 04 Mar 2019 11:17
Last Modified: 19 Jul 2019 09:24
URI: http://oro.open.ac.uk/id/eprint/59446
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