This article shows how theorising the entanglement of securitisation and education can be enhanced by attending to the power of affect and emotion. The author proposes a methodological and theoretical framework that offers the potential of a rich and promising research agenda which includes the role of affects and emotions in exploring securitisation in education. It is argued that this framework would have to do two important things. First, it would have to show how biopolitical techniques emerge from historicising securitisation (...) processes to shape an understanding of the ways in which bodies are entangled with the invisible affective infrastructures of securitisation in educational institutions. Second, this framework would have to trace the capacities of educators and students for affecting and being affected in their engagements and negotiations with securitisation processes, and specifically how these capacities become normalised or enable counter-practices of interruption. The value of this framework is in its capacity to generate empirical work that extends beyond conventional securitisation theory’s focus on language and discourse analysis. As such, what this article offers is both new ways of researching affect and emotion in educational contexts of securitisation and some insights about the pedagogical consequences of this framework of research and theorisation. (shrink)

ABSTRACT In recent years a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation have given particular shape to discourses and practices of risk management and early intervention, particularly in early childhood education and parenting. Such developments have taken place in a context in which digital technology has become ubiquitous, enabling the role of surveillance in modes of governing to take on new forms. Here as well as giving an overview of literature on the digital in general, we (...) also focus more specifically on the parent-child relationship and the use of digital technology by parents. We then survey recent theorisations of securitisation from other fields, but again focus specifically on its relation to childhood and parenting. We bring digitisation and securitisation together here to consider how the particular form of individualisation produced today is recasting how we think about parents, teachers and children. (shrink)

Addressing the complex and longstanding relationship between universities and security and intelligence agencies, this article provides a tentative, working conceptual framework for research ethics in a global higher education environment. The article does so in the light of intensified threats of international terrorism which have brought this historic relationship to the contemporary foreground of academic life. Seeing higher education environments as part of a broader process of enhanced security in societies worldwide, we use securitization theory to provide an analytical framework (...) specifically for understanding a complex of historical-contemporary relationships between universities and security and intelligence agencies. As the basis for framing the ethical issues which arise for researchers across all disciplines, the intention is to raise awareness of a relationship which by its very, especially historical, nature, has been secret. The article suggests identify a three-fold analytical framework were structural, operational and ethical considerations are interwoven in complex ways. At the structural level we identify three modus operandi ; and four academic ethical principles. While the conceptual framework presented makes no pretence of offering a complete or comprehensive picture of a complex and still evolving relationship, the intention is provide some critical balance and coherence to a contentious not to say often divisive aspect of research ethics in the securitised university. (shrink)