Any technology created by the US military industrial complex and adopted by the general public was always bound to come with a caveat. To most, the internet, GPS, touch screen and other ubiquitous technologies are ordinary tools of the modern world. Yet in reality, these technologies serve “dual-uses”; while they convenience typical people, they also enable the mass coercion, surveillance and control of those very same people at the hands of the corporate and military state.
Nolan Higdon and Allison Butler, authors of “Surveillance Education: Navigating the Conspicuous Absence of Privacy in Schools,” join host Chris Hedges on this episode of The Chris Hedges Report. They explore the software and technology systems employed in K-12 schools and higher education institutions that surveil students, erode minors’ privacy rights and, in the process, discriminate against students of color.
The use of this technology, Higdon explains, is predicated on treating humans as products through surveillance capitalism. “You extract data and information about humans from all these smart technologies, and then you're able to make determinations about their behavior, how they might react to something. And there's a lot of industries that are interested in this,” Higdon tells Hedges.
Butler explains that students, often with no choice in the matter, are subjected to the use of this technology that inherently exploits their data. Because there is an implied consent for it to be used, “The very limited amount of protections that there are to keep minors’ data secure is gone once you have a technology that is put into their classroom,” Butler says. “There's a passive acceptance of this technology.”
Higdon points to changes made by the Obama administration in 2012 to the Family Educational Rights and Privacy Act (FERPA) as a key factor. These changes allowed for student data to be shared with private companies that serve as educational partners. “Effectively, all of that data that the students rights movement worked to make sure was private was allowed to be distributed to these companies,” Higdon says.
The authors stress the deep impact these technologies have on the fundamental processes of learning in the classroom. “It curtails curiosity, which is essential to the education process,” Higdon says. “The mental trauma and difficulty of closing one of the few spaces where they're able to explore, I think it just speaks to the problem with surveillance and the education process.”
