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Focusing on postgraduate writing of methodology chapters in the social sciences, it applies performativity to student learning. It argues that emotional performativity pressures can produce “fake learning” through practices such as phony positionality, methodolatry, ethical cleansing, participatory posturing, and symbolic citation.","Methodology, Fake Learning, and Emotional Performativity  \nBruce Macfarlane   \nUniversity of Bristol  \nECNU Review of Education  \n2022, Vol. 5(1) 140–155  \nª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120984786](DOI: 10.1177/2096531120984786)[ ](DOI: 10.1177/2096531120984786)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Academics are at the forefront of criticisms about so-called “fake news” considered to undermine evidence-based approaches to the understanding of complex social, political, and economic issues. However, universities contribute to the production of fake news through the legitimization of measures that promote student performativity rewarding their academic nonachievements. This conceptual article will seek to illustrate how this can occur via the writing of methodology chapters by postgraduate students.  \nDesign/Approach/Methods: This article provides a critical analysis of the writing of methodology chapters in dissertations and theses in postgraduate education in the social sciences. In so doing, it applies the concept of performativity to student learning.  \nFindings: It is argued that the pressures on students to comply with the requirements of emotional performativity in respect to ideology and method in close-up, qualitative research can lead to fake learning. This phenomenon may be exemplified by reference to a number of practices, namely, phony positionality, methodolatry, ethical cleansing, participatory posturing, and symbolic citation. Originality/Value: This article provides an illustration of the concept of student performativity. It demonstrates that emotional performativity plays a significant role in the way in which students are required to comply with expectations that give rise to inauthenticity in learning.  \nCorresponding author:  \nBruce Macfarlane, School of Education, University of Bristol, 35 Berkeley Square, Bristol, BS8 1JA, UK.  \nEmail: [profbmac@gmail.com](profbmac@gmail.com)  \nNote: Professor Bruce Macfarlane’s affiliation has changed to The Education University of Hong Kong. His new corresponding address is Faculty of Education and Human Development, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nFake learning, methodolatry, qualitative research, student performativity Date received: 14 October 2020; revised: 24 November 2020; accepted: 8 December 2020  \nIntroduction  \nRecent years have witnessed escalating concern in academe about the spread of so-called “fake news.” According to what is fast becoming conventional wisdom, fake news is generated by appeals to emotion with politicians and the social media at the center of such allegations. This tends to result in the marginalization of experts including academic researchers, among others. The victims of fake news are said to be the public who are duped into a false understanding based on allegation, emotion, and rumor rather than hard evidence. Academics can also find their empirical work misrepresented, or simply ignored. This conventional interpretation of fake news is now widespread. Yet, is it possible that the university, including some of the knowledge produced by academics and students, might be part of the problem too? 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