Developing critical minds: An ethnographic study on the implementation of conspiracy theories to foster critical digital literacy in English language classrooms

The rise of conspiracy theories (CTs) in the digital and social media age necessitates fostering critical digital literacy (CDL) in educational contexts, particularly within English language classrooms. This ethnographic study investigates the implementation of CTs as a pedagogical tool aimed at enhancing students’ CDL. By observing two English teachers in German secondary schools, we analyze how they navigate discussions around CTs and the impact on student engagement and understanding. The research draws on earlier findings that highlight the reluctance of language teachers to engage with CTs due to concerns about political neutrality. In response, we developed a teaching unit designed to confront these narratives directly, enabling students to critically assess and debunk prevalent CTs. Our methodology integrates classroom observations, teacher interviews, and student output, framed within critical ethnography to explore the dynamics of classroom interactions. Findings reveal varied teacher responses to CTs, ranging from dismissal to active engagement, reflecting the tension between educational neutrality and the promotion of critical discourse. The study underscores the importance of CDL as a competence that empowers learners to navigate misinformation effectively. Ultimately, this research contributes to the discourse on integrating critical literacy practices in language education, offering insights into pedagogical strategies that address the complexities of misinformation in contemporary society. • The study explores conspiracy theories to enhance critical digital literacy. • Ethnographic observations highlight the necessity for educators to foster environments where critical inquiry is encouraged. • Implications discuss the relevance of a differentiated perspective on critical digital literacy.