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To participate, read any of the texts below. Live tweet your reading of them. Use the comments to add texts to the bibliography. Tweet to the hashtag #LongViewEd.

 

Surveillance capitalism – the “selling [of] access to the real-time flow of your daily life –your reality—in order to directly influence and modify your behavior for profit” dominates our lives (Shoshana Zuboff). How far does it penetrate into our schools and classrooms?

Emmeline Taylor – Interview Part 1, Part 2, and an article called ‘Visions of Control‘.

Richard Edwards – Software and the hidden curriculum in digital education

Ben Williamson on Digital Governance and Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform

The keynote at Digital Pedagogy Lab by ℳąhą Bąℓi مها بال and Chris Gilliard

Damien Page – Conspicuous practice: self-surveillance and commodification in education, The surveillance of teachers and the simulation of teaching,Conceptualising the surveillance of teachers

Selena Nemorin on Post-panoptic pedagogies: The changing nature of school surveillance in the digital age

And Nick Srnicek on We need to nationalise Google, Facebook and Amazon

The platform – an infrastructure that connects two or more groups and enables them to interact – is crucial to these companies’ power. None of them focuses on making things in the way that traditional companies once did. Instead, Facebook connects users, advertisers, and developers; Uber, riders and drivers; Amazon, buyers and sellers.

Reaching a critical mass of users is what makes these businesses successful: the more users, the more useful to users – and the more entrenched – they become.

 

 

A Long View …

Q1 – On learning: – How does surveillance capitalism show up in our hidden curriculum? How does it penetrate our classrooms?

Q2 – On teaching: – How does surveillance capitalism impact the labor of teaching?

Q3 – On media: – What dominant discourses in the media normalize surveillance capitalism?

Q4 – On the future: How can we use technology in our classrooms while resisting surveillance capitalism?

Q5 – On health: What are the impacts of surveillance capitalism on teachers’ health and professionalism & children’s health and social development?

Image by Jeremy Perkins

I footnotes