- Title
- Gender, post-truth populism and higher education pedagogies
- Creator
- Burke, Penny Jane; Carolissen, Ronelle
- Relation
- Teaching in Higher Education Vol. 23, Issue 5, p. 543-547
- Publisher Link
- http://dx.doi.org/10.1080/13562517.2018.1467160
- Publisher
- Routledge
- Resource Type
- journal article
- Date
- 2018
- Description
- Across varying global contexts, significant feminist contribution has been demonstrated through gains in education, such as the high level of female participation in higher education in many countries worldwide (Leathwood and Read 2009). Policies of access and equity have contributed to growing diversity in higher education, and female students have increasingly out numbered male students in many higher education contexts, leading in some cases to processes of ‘gender mainstreaming’ (David 2016a). However, the recent rise of populism in some regions of the world, together with the apparent resonance of ‘post-truth’ narratives, suggests an emerging formation of power concerned with the undoing of hard-won gains in relation to gender and other intersecting forms of inequality and difference. Increased incidences of the public articulation of misogynistic and racist discourses (particularly via social media) and the apparent legitimation of these practices in some high-profile instances (including the President of the United States of America, Donald Trump), point to the ongoing and urgent need for feminist critique, as well as wider social movements for women's and LGBTQI rights and equalities. This indeed has led to new social movements, such as #metoo against sexual violence and harassment, aiming to empower women to take a stand against institutionalized sexism.
- Subject
- gender; post-truth populism; feminist; diversity in higher education
- Identifier
- http://hdl.handle.net/1959.13/1465077
- Identifier
- uon:47201
- Identifier
- ISSN:1356-2517
- Language
- eng
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