The education institution in the face of the COVID-19 crisis: an accelerated transition towards the technological society of control

Abstract

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 the 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 depersonalisation 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.