Banking and debunking: applying Freirean Theory to the educational challenges of conspiracy culture.

This article examines the rise of conspiracy culture and critiques the common "debunking" approach to anticonspiracist education through the lens of Paulo Freire's educational philosophy. It argues that conspiracy theories should be understood as cultural phenomena reflecting power dynamics rather than simply false beliefs to be dismissed. Drawing on Freire's critique of the "banking model" of education—where teachers impose knowledge unilaterally—the article advocates for a dialogical, problem-posing pedagogy that engages learners in critical reflection on how their beliefs relate to their social and epistemic positions. This approach emphasizes understanding the complex reasons behind conspiracist thinking and seeks to empower learners by exploring the interplay between knowledge, power, and experience rather than enforcing rigid distinctions between "true" and "false" claims.