The education institution in the face of the COVID-19 crisis: an accelerated transition towards the technological society of control ( La institución escolar ante la crisis de la covid-19: una transición acelerada hacia la sociedad de control tecnológico )

Abstract

Spanish

The disruption of educational institutions due to the COVID-19 crisis provides an opportunity to study their internal structures. Two sociological models coexist in the school paradigm: the disciplinary model as described by Foucault and the new expressions of Deleuze’s society of control. The education institution manages to remain active in the COVID-19 context because it is able to speed up its transition towards the technological society of control. As a result, a virtual academic space takes shape which emulates the blended learning model of higher education; time becomes liquid and assessment evolves into a continuum of data collection. A new academic user who becomes completely responsible for their own educative path is born. The teacher becomes a companion guide or coach, thus leading to a greater depersonalization of the institutional power. The conclusions of this essay indicate that the rise of the new academic user may enhance the systemic inequality of the education institution. Therefore, critical analyses of the transition process are required in order to guarantee educational equity.

Get full access to this article

View all access options for this article.

References

Bauman

(2005). Liquid life. Polity Press.

Brown

. (2015). El Pueblo sin atributos. La secreta revolución del neoliberalismo (Original work published 2015). Malpaso Ediciones. (Original work published 2015).

Collins

. (1979). The credential society. Academic Press.

Deleuze

. (1999). Conversaciones. 1972-1990. Pre-Textos. [Conversations. 1972-1990]

Dziuban

Graham

C. R.

Moskal

Norberg

Sicilia

. ((2018)). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-017-0087-5.

Fernández-Enguita

. (2018). Más escuela y menos aula. La innovación en la perspectiva de un cambio de época. [More school and less classrooms. Innovation in the perspective of a change of era]. Morata.

Ferragutti

. (2012). Gubernamentalidad y Capital Humano. Hacia un esbozo de las condiciones emergencias de los discursos sobre sociedad de la información, educación y nuevas tecnologías. [Governmentality and Human Capital. Towards an outline of the emergency conditions of the discourses on the information society, education and new technologies]. De Prácticas y Discursos, 1(1), 1–16. http://dx.doi.org/10.30972/dpd.11780

Fisher

(2016). Realismo capitalista, ¿no hay alternativa? [Capitalist realism. Is there no alternative?]. (Claudio Iglesias Trans). Caja Negra Editora.

Foucault

. (2016). Un diálogo sobre el poder y otras conversaciones. [A dialogue about the power and other conversations]. (Miguel Morey Trans). Alianza Editorial

10.

Foucault

. (2018). Vigilar y castigar. Nacimiento de la prisión. (Aurelio Garzón del Camino Trans). [Discipline and punish]. Siglo XXI editores.

11.

Galván

. (2011). La influencia de Michel Foucault en el ámbito educativo español [The influence of Michel Foucault in the Spanish educational field]. Cuaderno de Materiales, 23, 357–364. https://www.filosofia.net/materiales/pdf23/CDM23.pdf

12.

Granados Martínez

. (2003). Las funciones sociales de la escuela. [The social functions of the school]. In Fernández Palomares

(Ed.), Sociología de la educación (pp. 117–140). Perason Educación.

13.

Jameson

. (1991). Posmodernism, or the cultural logic of late capitalism. Duke University Press.

14.

Pallarès-Piquer

. (2020). Educación humanizada. Una aproximación a partir del legado de Heinrich Rombach. [Humanized education. An approach based on the legacy of Heinrich Rombach]. Estudios sobre Educación, 38, 9–27. https://doi.org/10.15581/004.38.9-27

15.

Santiago Muñoz

. (2017). La sociedad de control: Una mirada a la educación del siglo XXI desde Foucault. [Society of control: A look at twenty first century education from Foucault]. Revista de Filosofía, 73, 317–336. https://doi.org/10.4067/S0718-43602017000100317

16.

Tudela Sancho

. (2009). Identidad y poder en las sociedades de control.[Identity and power in societies of control]. Revista de Filosofía, 27(61), 7–37. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S0798-11712009000100002

17.

Vernadakis

GIannousi

Derri

Michalopoulos

Kioumourtzoglou

. (2012). The impact of blended and traditional instruction in students’ performance. Procedia Technology, 1, 439–443. https://doi.org/10.1016/j.protcy.2012.02.098