Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment

The rise of populism has sparked a debate about the role facts in public discourse. How should higher education teachers respond? This article reviews literature on approaches to teaching and identifies problematises tension between emphases thinking. It then outlines current ‘post-truth’ challenge, which suggests reasserting importance facts. institutional, disciplinary personal context are considered before it proposes hooks’ (1994) ‘engaged pedagogy’ as prescient response post-truth moment. That approach provides an anti-authoritarianism that potential break down barriers (experts) students (trainee experts), accommodate different ways knowing, promote collective science. is illustrated with example practice from first-year undergraduate seminar politics ethnically divided societies, highlights how, despite its limitations, engaged pedagogy can facilitate incorporation within