The current debate on fake-news is heavily focused on American and British post-truth politics and the tactical use of ‘alternative facts’. However, the concerns about the impact of fake news on journalism are not restricted to European and American contexts only. This commentary attempts to examine journalism practice and training in India in the post-truth era. Unlike the issues projected in the American debate on the need to reengage and empathize with the non-elite audience and the rise of a fact-checking culture, the apprehensions appear to be slightly different in other countries. In India, tackling the post-truth era challenges is also about addressing obstructive institutional forces like inactive regulatory bodies and out-dated curricula in University-based journalism programmes. The commentary argues that Indian journalism educators should focus on formulating a dynamic curriculum framework that integrates collaborative verification practices with an emphasis on reengaging with the audience to address the enigmatic post-truth politics in the country.

The media ecosystem of the post-truth era is shaped by several unprecedented elements—the pitfalls of the personalized/networked media, the cherry picking tendencies of news producers in an attention economy, the propagandist power-elite, and the gullible support of the semi-literate media audience. These post-truth realities also call for new approaches in journalism education to address phenomena like fake news. In this backdrop, this study examines the existing issues in Indian journalism training based on a thematic analysis of focus group discussions with graduate students of journalism at an Indian university about their perception of fake news. It recommends pedagogical approaches to focus on improving journalistic agency in students to deal with fake news situations.

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