COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy

Resource type
Journal Article
Author/contributor
Title
COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy
Abstract
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.
Publication
Contemporary Security Policy
Volume
41
Issue
3
Pages
492-505
Date
July 2, 2020
ISSN
1352-3260
Short Title
COVID-19 and emergency eLearning
Accessed
12/08/2020, 17:00
Library Catalog
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/13523260.2020.1761749
Citation
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749