Preparing Educational Leaders to Think Differently in Polarized, Post-Truth Times

Abstract

In this essay, the authors argue that by using perspectives such as critical posthumanism to inform teacher preparation, educators can develop leaders in schools and beyond who can be a central part of an effort to think and live differently in a deeply polarized, “post-truth” era. They present four examples that describe specific pedagogies and practices that aim to prepare critical leaders with complex, connected mindsets to create positive change in schools and societies.