In a current time where the daily “fake news” assault on our communication channels is infectious and where structural processes of journalist investigation have deteriorated over the years through corruption and political interests, the search for “truth” has become almost a commodity and our ability to critically analyse a story has become essential in understanding how socio-economic structures make decisions on policies and influence the population for personal and/or financial interest.
Unfortunately the current public school system hasn't been built with a focus on providing a curriculum that fosters critical thinking, hence the process of discerning between facts, opinion and fake news is quite complex.
While writing my enquiry proposal and reading available literature I re-confirmed my thoughts on the notion that throughout my practice, the issues that I have had challenges with when engaging with students or organisers as such emanated from an ideological framework constructed mostly during colonisation and ruins of civilisations with a western dominant theological and methodological paradigms that I wasn't allowed to question or challenge and that, in addition, I may also have internalised those same values without much question.
Having read various literature, specifically on indigenous culture also revealed the nature of subjectivity and that “Reality is not something ‘out there‘, but rather something that is local and specifically constructed ( Polkinghorne, 1983).
The more you pull a thread, the more you find of course!
Still much to understand and do but truly excited at what I may find!
References
Polkinghorne, D., 1983. Methodology For The Human Sciences. Albany: State University of New York Press.
