Guiding Preservice Teachers Into a Post-Truth Educational Landscape Through Détournement: A Multiple-Case Study

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-7 - Breaking Barriers in Social Studies Instruction

Abstract

Students have never experienced a greater need to engage in critical conversations that separate fiction from reality than in today’s Post-Truth world. Unfortunately, an overemphasis on traditional print-centric composition throughout much of American education has left many students ill equipped to engage in these conversations through digital means. To ameliorate this situation, we sought to equip preservice teachers with the necessary tools through the critical art form of detournement, a subversive practice developed in the 1950s as a means of challenging status quo thinking and studied the associated processes and products. Student interviews provided insight into both the detournement creation process and the applications students envision for engaging their own students in critical conversations through this digital art form.

Authors

• Seth David French, University of Arkansas

• Christian Zachary Goering, University of Arkansas