Morgan Banville
ABSTRACT
Surveillance studies have begun to shift from emphasizing privacy and security and towards ethical aspects of “privilege, access, and risk” [1]. The college classroom is one site where power, technology, and bodies intersect. In the classroom, surveillance is normalized through student/instructor engagement of technological interfaces such as Learning Management Systems (LMS). Drawing from a survey of college instructors across the United States, this study uses the metaphor of the Panopticon [1, 2, 3, 4] to analyze the relationship between instructors and students in college classrooms. Of particular interest is the normalization of educational technologies that support surveillance, thereby enhancing institutional disciplinary power and regulation of bodies. We refer to this regulation as “dataveillance,” which “refers to the systematic monitoring of individuals and/or groups through personal data systems in order to regulate or govern behaviours” [3, 5]. Key preliminary takeaways determine that our role as technical communicators is to address and communicate with public audiences such as college instructors, exploring how surveillance strategies may be used to counter or resist rather than compound dominant modes of “dataveillance.”
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