A Reconfigured Panopticon: COVID-19, Virtual Schooling, and Regulation of Our Homes
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| Title: | A Reconfigured Panopticon: COVID-19, Virtual Schooling, and Regulation of Our Homes |
|---|---|
| Language: | English |
| Authors: | Jen Stacy, Miguel Casar Rodriguez |
| Source: | Teachers College Record. 2023 125(10):31-55. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mothers, Minority Groups, Experience, COVID-19, Pandemics, Emergency Programs, Electronic Learning, Distance Education, Family Environment, Educational Technology, Technology Integration, Undergraduate Students, Hispanic American Students, Minority Serving Institutions, Power Structure, Observation, Social Influences, Privacy, Race |
| Geographic Terms: | California (Los Angeles) |
| DOI: | 10.1177/01614681231217580 |
| ISSN: | 0161-4681 1467-9620 |
| Abstract: | Background/Context: The onset of the COVID-19 disrupted schools' conventional architecture, making its once invisible infrastructure hyper-visible. Given the opportunity to reconfigure pervasive educational injustice amid school closures, the frenzy of a pandemic permitted the undercurrents of power to go unquestioned as educators contemplated how to move schooling into students' homes. As a result, virtual schooling during the onset of the COVID-19 pandemic was conceived and operated through neoliberal logics of power. To preserve the structural, ideological, and reproductive function of schools, panoptic power surveilled people in their homes, raising concerns about antidemocratic practices of publicly regulating private spaces, especially for people of color. Purpose/Objective/Research Question/Focus of Study: In this essay, we theorize a new articulation of the panopticon that emerged during virtual schooling by examining the experiences of mothers of color across greater Los Angeles during spring 2020. We first explore Foucault's (1977) original theory of the panopticon as a tool to regulate and enforce institutional ideologues through an omnipresent gaze executed by myriad technologies. Then, we theorize how these technologies have become reconfigured during virtual schooling in the COVID-19 pandemic. To do so, we delineate how novel forms of surveillance reformed private space, rearticulated people and their roles, and reconstituted value and misdistributed shame. Most worrisome, our research highlights how these emerging forces disproportionally function to exacerbate epistemological and ontological violence impacting the lives and educational experiences of children and families of color. Research Design: Findings stem from a three-year ethnography about undergraduate students who were also parents studying education at a Hispanic-serving institution in Los Angeles. Thirteen mothers, all women of color, elected to continue participating in research during the onset of the pandemic. The authors conducted virtual observations and interviews were conducted while the mothers documented their virtual schooling experiences through photos, videos, and journaling. Recognizing that participants' experiences were situated amid broader societal discourse, we also analyzed relevant news and social media posts that codified their realities. Conclusions/Recommendations: We argue that a nuanced understanding of how institutionalized power operates within and through schools is urgent and invite critical educationalists to further study this most current variant of Foucault's panopticon. We raise critical questions that have largely gone unasked, and especially unanswered, since COVID-19 transformed educational landscapes, and turn to critical researchers and educators to further interrogate panoptic operations within the identified domains, to expose others, and to work toward liberation. Assuming an abolitionist lens, we argue that better understanding of this nuanced, institutionalized power permits purposeful dismantlement in pursuit of schools' liberatory potential. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408386 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1408386 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Reconfigured Panopticon: COVID-19, Virtual Schooling, and Regulation of Our Homes – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jen+Stacy%22">Jen Stacy</searchLink><br /><searchLink fieldCode="AR" term="%22Miguel+Casar+Rodriguez%22">Miguel Casar Rodriguez</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2023 125(10):31-55. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Privacy%22">Privacy</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/01614681231217580 – Name: ISSN Label: ISSN Group: ISSN Data: 0161-4681<br />1467-9620 – Name: Abstract Label: Abstract Group: Ab Data: Background/Context: The onset of the COVID-19 disrupted schools' conventional architecture, making its once invisible infrastructure hyper-visible. Given the opportunity to reconfigure pervasive educational injustice amid school closures, the frenzy of a pandemic permitted the undercurrents of power to go unquestioned as educators contemplated how to move schooling into students' homes. As a result, virtual schooling during the onset of the COVID-19 pandemic was conceived and operated through neoliberal logics of power. To preserve the structural, ideological, and reproductive function of schools, panoptic power surveilled people in their homes, raising concerns about antidemocratic practices of publicly regulating private spaces, especially for people of color. Purpose/Objective/Research Question/Focus of Study: In this essay, we theorize a new articulation of the panopticon that emerged during virtual schooling by examining the experiences of mothers of color across greater Los Angeles during spring 2020. We first explore Foucault's (1977) original theory of the panopticon as a tool to regulate and enforce institutional ideologues through an omnipresent gaze executed by myriad technologies. Then, we theorize how these technologies have become reconfigured during virtual schooling in the COVID-19 pandemic. To do so, we delineate how novel forms of surveillance reformed private space, rearticulated people and their roles, and reconstituted value and misdistributed shame. Most worrisome, our research highlights how these emerging forces disproportionally function to exacerbate epistemological and ontological violence impacting the lives and educational experiences of children and families of color. Research Design: Findings stem from a three-year ethnography about undergraduate students who were also parents studying education at a Hispanic-serving institution in Los Angeles. Thirteen mothers, all women of color, elected to continue participating in research during the onset of the pandemic. The authors conducted virtual observations and interviews were conducted while the mothers documented their virtual schooling experiences through photos, videos, and journaling. Recognizing that participants' experiences were situated amid broader societal discourse, we also analyzed relevant news and social media posts that codified their realities. Conclusions/Recommendations: We argue that a nuanced understanding of how institutionalized power operates within and through schools is urgent and invite critical educationalists to further study this most current variant of Foucault's panopticon. We raise critical questions that have largely gone unasked, and especially unanswered, since COVID-19 transformed educational landscapes, and turn to critical researchers and educators to further interrogate panoptic operations within the identified domains, to expose others, and to work toward liberation. Assuming an abolitionist lens, we argue that better understanding of this nuanced, institutionalized power permits purposeful dismantlement in pursuit of schools' liberatory potential. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1408386 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1408386 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/01614681231217580 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 31 Subjects: – SubjectFull: Mothers Type: general – SubjectFull: Minority Groups Type: general – SubjectFull: Experience Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Emergency Programs Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Family Environment Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Hispanic American Students Type: general – SubjectFull: Minority Serving Institutions Type: general – SubjectFull: Power Structure Type: general – SubjectFull: Observation Type: general – SubjectFull: Social Influences Type: general – SubjectFull: Privacy Type: general – SubjectFull: Race Type: general – SubjectFull: California (Los Angeles) Type: general Titles: – TitleFull: A Reconfigured Panopticon: COVID-19, Virtual Schooling, and Regulation of Our Homes Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jen Stacy – PersonEntity: Name: NameFull: Miguel Casar Rodriguez IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 0161-4681 – Type: issn-electronic Value: 1467-9620 Numbering: – Type: volume Value: 125 – Type: issue Value: 10 Titles: – TitleFull: Teachers College Record Type: main |
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