"Fauxthenticity"* is faux authenticity, specifically within project-based learning.
A fauxthentic project is one that looks profoundly authentic when summarized on a presentation slide at a conference, but which students experienced as being no more authentic than a book report.
If you are a project-based teacher, you know what I'm talking about: projects that you meticulously designed, that engaged with big questions and issues relevant to students, that expanded their horizons into hitherto-unfamiliar areas of inquiry, but that somehow lost their spark in translation to your actual classroom and turned into a series of tasks that students executed more-or-less dutifully because you were their teacher and you told them to.
To some extent, this describes every project I've ever done: there is always a point where I think "I'm sure this seemed meaningful when I was designed it - what happened?" and temporarily losing sight of your greater purpose is a natural part of projects for everybody: I'm absolutely certain that at some point during revisions of the Declaration of Independence, Thomas Jefferson turned to Benjamin Franklin looked at each other and said something along the lines of "I feel like I've totally lost track of the point of this document." In this situation, you need mechanisms to help you get back on track and reconnect with the big reasons for what you're doing.
However, there are other projects that are fauxthentic by design - they contain basic conceptual flaws that guarantee that they won't feel authentic to students. As teachers, we could come up with dozens, if not hundreds, of warning signs of impending fauxthenticity, but I want to jot down a few right now: