UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis.

This chapter is an updated version of the article published as: Chadderton, C. (2012) UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies 10:1(http://hdl.handle.net/10552/1845)

This chapter addresses new technologies of surveillance in secondary schools, and the implications of such surveillance for race equality, providing new insights into seldom discussed relations of power and education. The ‘war on terror’ has led to new regimes of control involving the limiting of personal freedoms and constant surveillance, in response to the perceived risk of terrorist attacks. In this paper I argue the counter-terrorism agenda is one reason schools have invested in new technologies of surveillance and explore the implications of such surveillance for the way in which students are raced. I apply a framework combining Critical Race Theory with Judith Butler’s thinking on recognisable lives and Agamben’s (2005) state of exception, to analyse how minority ethnic young people are constructed as ‘threatening’.

Chadderton, C. (2015) UK Secondary Schools under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. In Kupfer, A. (Ed.) Power and Education. Contexts of oppression and opportunity. Palgrave Macmillan, reproduced with permission of Palgrave Macmillan.
This extract is taken from the author's original manuscript and has not been edited. The definitive, published, version of record is available here: http://www.palgrave.com/br/book/9781137415349 and www.palgraveconnect.com