Children without schools were risks to their own and the world’s future. The power of this knowledge to discursively render children as objects in their communities, assets to be managed against checklists, guidelines and hashtags, is concerning. Being saved by technology provided by Google, Microsoft, Zoom, and other giant global corporations overshadows the role that families and communities play in the education of children.

Lynette Shultz & Melody Viczko

Shultz, L., & Viczko, M. (2021). What are we saving? Tracing governing knowledge and truth discourse in global COVID-19 policy responses. International Review of Education, 67(1–2), 219–239. https://doi.org/10.1007/s11159-021-09893-y