COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy
COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy
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DOI：
10.1080/13523260.2020.1761749
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发表时间：
2020-05-01
影响因子：
5.9
通讯作者：
Murphy, Michael P. A.
中科院分区：
文献类型：
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作者：
Murphy, Michael P. A.
COVID-19大流行迅速导致世界各地的大学和学院关闭，希望公共卫生官员关于保持社交距离的建议有助于使感染曲线趋于平缓，并减少该疾病的总死亡人数。根据哥本哈根学校证券化理论，并分析了美国大学25次紧急在线学习的声明，我认为，除了将COVID-19视为一般威胁之外，面对面教育也通过这些政策被视为一种威胁。对证券化理论的回顾，特别是对倡导问题和非证券化与解放的关系的关注，为研究提供了理论基础。我认为，证券化理论是教育工作者的重要工具，不仅可以观察（和理解）紧急在线学习现象，还可以在COVID-19危机过去后倡导学校教育的非证券化。
The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials' advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory-with particular attention to the question of advocacy and the relationship of desecuritization to emancipation-grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.