Online education and surveillance during COVID-19 pandemic in Palestinian universities

Hamamra, Bilal Tawfiq; Qabaha, Ahmad; Daragmeh​, Abdelkareem

doi:10.1080/09620214.2021.2016473

Cited by 8 publications

(4 citation statements)

References 16 publications

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“…Furthermore, the interaction between affective state and personality in different contexts should be considered in predicting creativity (Akinola & Mendes, 2008; Chamorro‐Premuzic & Furnham, 2008; Farmer & Sundberg, 1986; Kashdan et al., 2004; Tamir, 2005; van der Zanden et al., 2020; Watt & Blanchard, 1994; Zenasni & Lubart, 2008). The most important variables in the context of education include instructional quality, teacher support and resonance, and social affiliation (Ahmed et al., 2010; Hamamra & Qabaha, 2023; Pekrun, 2006, 2017; Pekrun et al., 2002; Sakiz et al., 2012). These factors should also be examined in terms of the contextual features that characterise learning situations in relation to creativity (Csikszentmihalyi, 1990; Nakamura et al., 2021; Plucker et al., 2004; Schuler & Görlich, 2007; Westgate & Wilson, 2018).…”

Section: Discussionmentioning

confidence: 99%

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

Zeißig,

Kansok‐Dusche,

Fischer

et al. 2024

Review of Education

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Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.

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Section: Discussionmentioning

confidence: 99%

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

Zeißig,

Kansok‐Dusche,

Fischer

et al. 2024

Review of Education

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“…Gleason and Heath (2021) analyzed myriad factors of injustice embedded in remote fourth-grade learning using Google Classroom and Hangouts, including increased surveillance expected to be carried out by caregivers. Hamamra et al (2022) found that panoptic forces were intensified during online teaching in Palestinian universities, as students and instructors anticipated being recorded and having unknown classroom guests (e.g., family members), and modified their affect and content. Many scholars depicted how education's embrace of and acclamation for digital pedagogies during COVID-19 were embedded in a political economy, as regulating and tracking systems led to increased profits.…”

Section: Evolving Panoptic Forces and Educational Researchmentioning

confidence: 99%

A Reconfigured Panopticon: COVID-19, Virtual Schooling, and Regulation of Our Homes

Stacy,

Rodriguez

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: The onset of the COVID-19 disrupted schools’ conventional architecture, making its once invisible infrastructure hyper-visible. Given the opportunity to reconfigure pervasive educational injustice amid school closures, the frenzy of a pandemic permitted the undercurrents of power to go unquestioned as educators contemplated how to move schooling into students’ homes. As a result, virtual schooling during the onset of the COVID-19 pandemic was conceived and operated through neoliberal logics of power. To preserve the structural, ideological, and reproductive function of schools, panoptic power surveilled people in their homes, raising concerns about antidemocratic practices of publicly regulating private spaces, especially for people of color. Purpose/Objective/Research Question/Focus of Study: In this essay, we theorize a new articulation of the panopticon that emerged during virtual schooling by examining the experiences of mothers of color across greater Los Angeles during spring 2020. We first explore Foucault’s (1977) original theory of the panopticon as a tool to regulate and enforce institutional ideologues through an omnipresent gaze executed by myriad technologies. Then, we theorize how these technologies have become reconfigured during virtual schooling in the COVID-19 pandemic. To do so, we delineate how novel forms of surveillance reformed private space, rearticulated people and their roles, and reconstituted value and misdistributed shame. Most worrisome, our research highlights how these emerging forces disproportionally function to exacerbate epistemological and ontological violence impacting the lives and educational experiences of children and families of color. Research Design: Findings stem from a three-year ethnography about undergraduate students who were also parents studying education at a Hispanic-serving institution in Los Angeles. Thirteen mothers, all women of color, elected to continue participating in research during the onset of the pandemic. The authors conducted virtual observations and interviews were conducted while the mothers documented their virtual schooling experiences through photos, videos, and journaling. Recognizing that participants’ experiences were situated amid broader societal discourse, we also analyzed relevant news and social media posts that codified their realities. Conclusions/Recommendations: We argue that a nuanced understanding of how institutionalized power operates within and through schools is urgent and invite critical educationalists to further study this most current variant of Foucault’s panopticon. We raise critical questions that have largely gone unasked, and especially unanswered, since COVID-19 transformed educational landscapes, and turn to critical researchers and educators to further interrogate panoptic operations within the identified domains, to expose others, and to work toward liberation. Assuming an abolitionist lens, we argue that better understanding of this nuanced, institutionalized power permits purposeful dismantlement in pursuit of schools’ liberatory potential.

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“… 8 See e.g. Hawari (2020); Carvalho, Santos, & Santos (2020); Ali & Rosenberg (2021); Saban et al (2020); Hammoudeh et al (2020); Maraqa et al (2021); Bilal Hamamra et al (2022); Al Zabadi et al (2021); Shadeed & Alawna (2021). …”

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confidence: 99%

Coloniality and Necropolitics in the Age of COVID-19: The Question of Palestine

Gabriel

2022

AsianJLS

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This article interrogates the necropolitical logics of the Israeli settler-state apparatus towards Palestinians in the Occupied Territories during the COVID-19 pandemic. It examines these logics and practices through the prism of coloniality, which conceptualizes manifestations of colonialism (whether material, epistemic, or ontological) as a diffuse set of practices, opening up the conversation to discuss the ways in which international organizations, other states, and the Palestinian Authority continue to inflict the colonial harm through the employment of particular policies. Centring coloniality as an analytic allows a more global perspective and widens the discussion to include the ways in which Palestinians practise decoloniality, building and imagining “otherwise” worlds. This article maps the ways in which the devastation of the pandemic is not a product of the pandemic itself, but larger legacies of material, epistemic, and ontological colonial intervention.

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Online education and surveillance during COVID-19 pandemic in Palestinian universities

Cited by 8 publications

References 16 publications

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

A Reconfigured Panopticon: COVID-19, Virtual Schooling, and Regulation of Our Homes

Coloniality and Necropolitics in the Age of COVID-19: The Question of Palestine

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