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Saudi Arabia and Bahrain have both signed the 2006 UN Convention on the Rights of Persons with Disabilities and have a number of acts and policies which support inclusive education for children with disabilities. However, achieving the goals of equitable education at all levels remains a challenge, especially for autistic children. This article reports on the experiences of mothers from Saudi Arabia and Bahrain in trying to find schools or autism centres for their autistic adolescent sons. The research is based on in‐depth interviews with 17 mothers, the majority of whom reported that educating their sons is challenging, and that the schools and centres are inadequate or expensive, with the result that a number of participants' children had to stay at home to the detriment of the boys and their mothers' wellbeing. The findings are interpreted using the capabilities approach, a normative, evaluative framework on questions of social justice and individual flourishing. A capability evaluation reveals that many mothers experience capability corrosion as a result of gender, cultural, and legal restrictions, as well as difficulties in accessing appropriate education, with respect to three central capabilities: bodily integrity, affiliation, and control over one's environment.

'Post-truth' politics poses a serious challenge to the values of truth, and consequently trust. Sections of mainstream political parties and the media do not appear to have basic knowledge or insight into processes that underpin our institutions, and we are confronted with the proliferation of lies, fake news and bullshit—and profound ignorance. We will explore the distinctions between truth and truthfulness, and lies and deceit to centrally argue that truth has considerable intrinsic and instrumental value that should be protected and respected. Truth is invaluable to the integrity of the person, institution and nation, and a climate of trust to the proper functioning of democracy. While it may be expedient to distort or ignore the truth, we value truth in ways that cannot be reduced to its practical value. This is because it is very closely related to trust, sincerity and integrity. Indifference to truth, and the cynical espousing of lies, fake news or bullshit can be destabilising and harmful, as Brexit (the United Kingdom's process of withdrawal from the European Union) is painfully revealing. Deception constitutes a limit to our will: how can we make informed choices if the information we receive is inaccurate, false or untrue? As our information ecosystem becomes increasingly complex, unpre- dictable and balkanised, educators have a vital role in helping an informed public navigate what it encounters online.

Abstract
'Post-truth' politics poses a serious challenge to the values of truth, and consequently trust. Sections of mainstream political parties and the media do not appear to have basic knowledge or insight into processes that underpin our institutions, and we are confronted with the proliferation of lies, fake news and bullshit—and profound ignorance. We will explore the distinctions between truth and truthfulness, and lies and deceit to centrally argue that truth has considerable intrinsic and instrumental value that should be protected and respected. Truth is invaluable to the integrity of the person, institution and nation, and a climate of trust to the proper functioning of democracy. While it may be expedient to distort or ignore the truth, we value truth in ways that cannot be reduced to its practical value. This is because it is very closely related to trust, sincerity and integrity. Indifference to truth, and the cynical espousing of lies, fake news or bullshit can be destabilising and harmful, as Brexit (the United Kingdom's process of withdrawal from the European Union) is painfully revealing. Deception constitutes a limit to our will: how can we make informed choices if the information we receive is inaccurate, false or untrue? As our information ecosystem becomes increasingly complex, unpredictable and balkanised, educators have a vital role in helping an informed public navigate what it encounters online.

Intro -- Series Editor's Preface -- References -- Foreword -- In Search of The Postdigital: A Conversation with ChatGPT -- Reference -- Introduction -- Why This Book? -- What's in the Book? -- Part I: What Is Postdigital? -- Part II: Postdigital Research -- Part III: Postdigital Sensibilities -- Part IV: Postdigital Agencies -- How to Use This Book? -- The Postdigital Science and Education Publishing Ecosystem -- This Is Not a Blueprint -- References -- Acknowledgements -- Republished Chapters -- The CUC 2022 - Opening in a Closed World: Postdigital Science and Education Conference -- Contents -- About the Editors -- About the Authors -- Part I: What Is Postdigital? -- Postdigital Research: Genealogies, Challenges, and Future Perspectives -- 1 What Binds Us Together? -- 2 A Brief Genealogy -- 3 Against Definitions -- 4 The Curious Dance Between Epistemology and Methodology -- 5 An Invitation to Dialogue -- References -- Histories of the Postdigital -- 1 Introduction -- 2 What's in a Concept? -- 3 Postdigital Arts and Humanities -- 4 Postdigital Science and Education -- 4.1 Postdigital Science and Education Journal -- 5 Special Issues in Postdigital Science and Education -- 6 Postdigital Science and Education Book Series -- 6.1 Encyclopedia of Postdigital Science and Education -- 7 What Makes Us Different? -- 8 Conclusion -- 9 Epilogue: Invitation for Discussion and Received Commentary -- 9.1 Invitation for Discussion -- 10 Received Commentary -- 10.1 Eamon Costello -- 10.2 Sean Sturm -- 10.3 Anonymous Responders -- 10.4 Response to Received Commentary -- References -- Towards a Theory of Postdigital Parity -- 1 Introduction -- 2 Postdigitalism's Pedigree -- 2.1 Nicholas Negroponte -- 2.2 Posthumanism -- 2.3 Music Theory and the Arts -- 3 Radical Non-Human/Human Symmetry -- 4 Anti-Theory or Theory -- 5 Relative Equality of the Digital/Predigital.

Intro -- Series Editor's Preface -- References -- Foreword: Lying, Politics, Government -- References -- Acknowledgements -- Introduction: The Genesis of Dupery by Design -- The Genesis of Dupery by Design -- Organisation of the Book -- Part 1: Epistemology of Deceit -- Part 2: Dupery, Politics, and Democracy -- Part 3: Discourse and Digital Literacy -- Part 4: Towards a Critical Pedagogy -- References -- Contents -- About the Editors -- About the Authors -- Part I: Epistemology of Deceit -- Chapter 1: Bad Faith, Bad Politics, and Bad Consequences: The Epistemic Harms of Online Deceit -- Introduction -- Bad Politics and the Media: Beware Overlooking the Mass Media in Strategic Disinformation Campaigns -- Mass Media and Social Media Consumption Driven by Dis/Mistrust -- Polarisation for One's Own Bad Faith Ends: The Cynic's Toolkit and the Humanist's Response -- The Allure of Deception -- Countering Bad Consequences of Deception: Reducing Harm -- Conclusion -- References -- Chapter 2: An Epistemology of False Beliefs: The Role of Truth, Trust, and Technology in Postdigital Deception -- Introduction -- Interdependence and the Search for Truth -- Dupers and Dupees: The Missing Link in Deception -- Certainty and Truth -- The Exploitation of Trust Through Psychological Certainty of Truth -- Postdigital Deception: Virtual Reality or Reality as Virtual? -- A Way Forward: Revisiting Epistemic Values -- References -- Chapter 3: Towards a Response to Epistemic Nihilism -- Introduction -- Epistemic Nihilism -- A Unified Theory of Epistemic Nihilism -- Epistemic Nihilism as a Worldview -- The Threat of Epistemic Nihilism -- The Nihilist's Rhetorical Advantage -- The Dangers of Nihilistic Speech -- The Media's Effect on Epistemic Nihilism -- Countering Epistemic Nihilism -- Conclusion -- References -- Part II: Dupery, Politics, and Democracy.

We discuss how the colonisation of the island of Ireland has marginalised and delegitimised Gaeilge, the Irish language, and the relationship of this colonial genealogy in place to local educational institutions and the practices therein. The hegemonic and homogenising processes of British colonialism continue to reverberate in modern discourses that frame the language as so politically charged that the 'Acht na Gaelige' (Irish Language Act) giving Gaeilge and English equal status contributed to a three-year (2017-2020) collapse of the power-sharing government in Northern Ireland. As with many minoritised languages worldwide, community members have turned to schools to reclaim language that can no longer be maintained in English-dominant homes, though these reclamation efforts are often segregated from educational policies and practices intended for the public. We explore these issues through a Bourdieusian analysis of symbolic power, linguistic capital and language reclamation to challenge the perceived 'neutrality' of the local university. We argue that by failing to recognise that Gaeilge could have parity with English, the university tacitly supports the hegemony of English.

Links between schools in the United Kingdom and partner schools in developing countries are an increasingly popular approach to teaching global citizenship. This study addresses the limited empirical research to date on the influence of such links on pupils' learning and understanding. Following an overview of the curricular theme of global citizenship in the Scottish curriculum and in the context of a partnership between Scotland and Malawi, challenges and potential pitfalls of teaching global citizenship are illustrated by the voices of pupils at four schools. Data is analysed through the themes of knowledge and understanding, concerns about fairness, and giving and helping. We reflect on whether our study indicates the intended reciprocal partnership or a 'politics of benevolence'.

Neoliberal governmentality highlights that the mode of governing technologies has moved from government toward governance in modern society. Accordingly, as the self becomes the nexus between social control and self-regulation, configuring self-knowledge is mainly achieved through subjectivation, as argued by M. Foucault. The OECD's PISA program implicitly carries out this technique by holding teachers responsible for national prospects through its assumption of a close linkage between teaching quality and human capital. More importantly, PISA data facilitates international comparisons and rankings by which the international competitiveness of its participants can be identified and categorized. Unsurprisingly, those member countries/regions classified in the first tier are confident of their prospects for future economic growth in contrast with those ranked below the average, which are unable to escape from a state of fear engendered by their assumed lack of economic prospects. Teachers thus become the subject and object of educational reforms. Teachers need to improve their teaching quality through professional development to eliminate the stigma of being viewed as social burdens. The discourses of hope and fear set in motion by PISA thus turn lifelong learning into a powerful means of facilitating the government to fabricate teachers' subjectivity. This is the art of subjectivation, commanding teachers to perform as enterprising subjects who are dedicated to contributing to social progression through good teaching quality, which is perceived as the gateway for them to bring honor upon themselves.