Preparing Young People For Learning In The Face Of Disinformation

If adults (including teachers) are not critically engaged with their own meaning-making, they cannot genuinely support young people to do the same.

In her latest book, Lifelong learning for a post-truth world, Dr Rosemary Hipkins recounts her own learning journey to explore how we might prepare young people to navigate a world saturated with disinformation. She argues that understanding how knowledge is generated (and validated) is an essential personal and professional commitment for the wellbeing of both people and planet.

Dr Hipkins highlights the value of drawing on more than one knowledge system, such as science and Indigenous knowledge, to deepen and enrich learning. Her argument is framed within ongoing scientific discoveries and contemporary science education research, yet its implications reach across the full breadth of the school curriculum. The book ultimately invites readers into a lifelong quest to think more expansively, critically, and collaboratively about the ways we make meaning in an increasingly complex world.

“Rosemary Hipkins does not promise simple or easy answers; rather, she offers something far more valuable: a way of thinking that honours complexity, resists false binaries, and places lifelong, collective, and culturally grounded learning at the heart of brighter educational futures.”—Pasi Sahlberg

Lifelong learning for a post-truth world is now available from NZCER Press

Dr Rosemary Hipkins, MNZM, has recently retired from the New Zealand Council for Educational Research (NZCER) with Emeritus status. Her research has focused on the complex intersection between curriculum and assessment, particularly in science education. Her recent work has explored ways to bring different knowledge systems together to enrich and deepen learning.

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