Abstract

Abstract This article examines the impact of video surveillance on teaching. Through a consideration of disciplinary power and paranoid reading debates, the author probes her personal experience at a university in Beijing, China. Surveillance inspires paranoia as well as an opportunity to reflect on the emotional life of academic inquiry in the classroom.

Journal
Pedagogy
Published
2023-10-01
DOI
10.1215/15314200-10640141
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