Jennifer Rice

Current critical pedagogical scholarship has theorized the epistemological and social intersection between globalization and educational technology according to two distinct positions. For some, this intersection offers new liberatory knowledges and opportunities that can subvert social homogenization and economic disparity. For others, this relationship is just another phase of neoimperialism that should be politically and ideologically resisted. In contrast, we argue that the intersection between globalization and educational technologies is rather a manifestation of larger economic and logical forces, and that resistance to such circumstances can neither be purely ideological or social. Instead, we contend that such a theoretical and pedagogical foreclosure dialectically actualizes conditions for real change—particularly when it complicates educational research technologies and their impact on epistemological multiplicity

Lizard people, chemtrails, Illuminati, toxic fluoride in the water, radio-controlled chip implants, Jewish cabals, secret NASA technology, poisoned vaccinations, the shooting down of Pan Am Flight 103, government-sponsored brain washing, one-world government, JFK killed by the CIA, JFK killed by the mafia, staged moon landings, alien bodies hidden in military bunkers, Paul is dead, Tupac is alive. Conspiracy theories are endless. Not only are there many of them, but each theory is awash in details that connect innumerable dots. In thinking about how to combat the more insidious kinds of conspiracy theories, legal scholars Cass Sunstein and Adrian Vermeule make the case that conspiracists simply need to be...