Problematizing "Safety" as Truth: An Analysis of UNESCO and New Zealand's Discourses in Education

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: International Relations Committee Virtual Poster Session

Abstract

In the last few decades, the word ‘safety’ has become increasingly pervasive in educational policies and debates worldwide, raising little opposition. Some educational scholars, however, have recently begun to question the dangerous effects of this seemingly benevolent idea (e.g., Warrington & Larkins, 2019). In this study, I problematize ‘safety’ by analyzing the assumptions that underlie the discourses produced by UNESCO and New Zealand’s recent educational policies. Using Foucauldian lens, three main assumptions were identified: a) safety issues can be solved through behavioral-attitudinal change, b) the responsibility of safety relies on individuals, and c) children are victims that need adult protection. These ‘truths’ not only justify protectionist regulations and disciplinary practices, but also operate as a neoliberal mechanism to depoliticize education.

Author

• Marta Estelles, University of Waikato
  Presenting Author