{"title":"打击课堂上的阴谋:教师的策略和预期结果","authors":"Lee Jerome, Ben Kisby, Steve McKay","doi":"10.1002/berj.3955","DOIUrl":null,"url":null,"abstract":"<p>This article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of teachers report encountering students who supported conspiracy theories. In response, teachers use a wide range of contradictory strategies, including opening up discussion, closing it down, challenging students in class and reporting individuals as safeguarding concerns. The research evidence suggests that several of these strategies are likely to be ineffective or even backfire to reinforce conspiracy thinking. Unsurprisingly then, few teachers report successful responses. The article concludes that the evidence of possible negative impacts of unprepared teachers confronting conspiracy theories at school means that teachers need to be better equipped through training, support and further research.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3955","citationCount":"0","resultStr":"{\"title\":\"Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes\",\"authors\":\"Lee Jerome, Ben Kisby, Steve McKay\",\"doi\":\"10.1002/berj.3955\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of teachers report encountering students who supported conspiracy theories. In response, teachers use a wide range of contradictory strategies, including opening up discussion, closing it down, challenging students in class and reporting individuals as safeguarding concerns. The research evidence suggests that several of these strategies are likely to be ineffective or even backfire to reinforce conspiracy thinking. Unsurprisingly then, few teachers report successful responses. The article concludes that the evidence of possible negative impacts of unprepared teachers confronting conspiracy theories at school means that teachers need to be better equipped through training, support and further research.</p>\",\"PeriodicalId\":51410,\"journal\":{\"name\":\"British Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-01-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3955\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/berj.3955\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.3955","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes
This article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of teachers report encountering students who supported conspiracy theories. In response, teachers use a wide range of contradictory strategies, including opening up discussion, closing it down, challenging students in class and reporting individuals as safeguarding concerns. The research evidence suggests that several of these strategies are likely to be ineffective or even backfire to reinforce conspiracy thinking. Unsurprisingly then, few teachers report successful responses. The article concludes that the evidence of possible negative impacts of unprepared teachers confronting conspiracy theories at school means that teachers need to be better equipped through training, support and further research.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.