Introduction

Hill, Dave; Skordoulis, Kostas; Rasiński, Lotar

doi:10.4324/9781351253321-1

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These control variables were selected according to their prominence as themes in the critical education literature. Critical educational scholars have been particularly harsh in their condemnation of the contribution of neo-liberal ideology, and the spread of unfettered global capitalism, to the intensification of socio-economic injustices and inequality around the world (Boronski, 2022;Giroux, 2021;Hill et al, 2019;McLaren, 2016). To this effect, World Bank (2021) estimates of the Gini co-efficient of income inequality were included as a general representation of wealth and social inequality.…”

Section: Data Collectionmentioning

confidence: 99%

Conspiracy Theory Belief and Education: A Critical Social Analysis

Muscat-Inglott

2023

The Journal of Social Science

View full text Add to dashboard Cite

Research on conspiracy theories has revealed a significant association between conspiratorial thinking and education. The relationship is complex, however, and has so far been limited primarily to investigations of personal psychological attributes. This paper argues, instead, in favour of a broader social research perspective, specifically, one informed by a dialectical materialist philosophy. A secondary analysis of publicly available international data sourced from economic institutions and other organisations on conspiratorial belief, educational performance measures, unemployment, inequality and corruption perception was carried out. Conspiratorial belief was taken as a collective public epistemological phenomenon across countries, to explore the role of contemporary education systems across societies, and the degree to which they are successfully nurturing an effective form of critical thinking. A dialectical materialist philosophical approach was instrumental in formulating the study scope and interpreting the findings, given the use of countries as the fundamental unit of analysis. Multiple regression analysis was used to examine the relationship between belief in conspiracy theories and education, taking into account social context using unemployment, inequality, and corruption as control variables. The findings showed that the relationship between conspiratorial thinking and education held at the societal level, and was mediated by additional social factors. The paper goes on to argue, by virtue of the nature of the mediators, that education systems generally tend to fall short of effective and socially-engaged forms of critical pedagogy.

show abstract

Section: Data Collectionmentioning

confidence: 99%

Conspiracy Theory Belief and Education: A Critical Social Analysis

Muscat-Inglott

2023

The Journal of Social Science

View full text Add to dashboard Cite

show abstract

Introduction

Cited by 1 publication

References 0 publications

Conspiracy Theory Belief and Education: A Critical Social Analysis

Conspiracy Theory Belief and Education: A Critical Social Analysis

Contact Info

Product

Resources

About