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Teaching in Higher Education
Critical Perspectives
Volume 24, 2019 - Issue 3: Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education
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Articles

Higher expertise, pedagogic rights and the post-truth society

Jim HordernDepartment of Education Studies, Bath Spa University, Bath, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2933-7593
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Pages 288-301 | Received 09 Mar 2018, Accepted 03 Oct 2018, Published online: 20 Feb 2019

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M. Heikkilä, H. Hermansen, T. Iiskala, M. Mikkilä-Erdmann & A. Warinowski. (2023) Epistemic agency in student teachers’ engagement with research skills. Teaching in Higher Education 28:3, pages 455-472.
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Kenneth Rochel de Camargo. (2022) Science, health, and human rights. Global Public Health 17:11, pages 3109-3118.
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Joe Greenwood-Hau. (2021) Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment. Teaching in Higher Education 0:0, pages 1-18.
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Leesa Wheelahan & Gavin Moodie. (2021) Analysing micro-credentials in higher education: a Bernsteinian analysis. Journal of Curriculum Studies 53:2, pages 212-228.
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Neil Harrison & Kathy Luckett. (2019) Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education. Teaching in Higher Education 24:3, pages 259-271.
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Articles from other publishers (1)

Jim Hordern. (2021) Specialized, systematic and powerful knowledge. London Review of Education 19:1.
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