Education policy and practice in the post truth era: Interrogating the evidence-based hegemony

This thesis considers post-truth’s impact on education policy and practice. It combines analysis of policy with interviews with Victorian teachers, and an analysis of the work of groups who interpret and share policy ideas, to understand how post-truth interacts with teachers' work. I argue that current policy has significant impacts on teachers' work, that it creates narrow ideas about what counts as "good" teaching, and that these ideas are difficult to change. I also argue that it is important to consider post-truth when analysing the current policy conditions, and propose a way forward for teachers.