The Interweaving of Power and Cultural Symbols: Exploring the Sociological Significance of the Phenomenon of Online Class Blasting

• In Event: Education and Activism Redux I

Proposal

In recent years, the rapid evolution of information technology and the widespread use of the Internet have led to a significant shift in the education sector - the rise of online teaching. This transformation has gained considerable attention, particularly with the global outbreak of COVID-19, which not only disrupted traditional face-to-face teaching but also accelerated the growth of online education. However, this shift has also exposed a troubling phenomenon known as "online class blasting" (also known as "online class invasion"). This involves malicious interference in online classrooms, wherein participants share meeting details with outsiders who then disrupt the proceedings by forcefully dominating the screen, insulting teachers and students, playing inappropriate content, and more. These disruptors often identify themselves as "blasters," reflecting a rebellious stance against the traditional education system. Their actions introduce subcultural symbols into virtual classrooms, adding depth to the phenomenon of "online class blasting."

This paper adopts a sociological perspective on education to delve into the "online class blasting" phenomenon. Through thorough internet-based research, it examines the interplay between power dynamics, anti-school culture, and subcultural symbols, revealing how these factors mutually influence and contribute to shaping the identity and actions of the "online class blasting" subculture. By delving into the intruders' social motives, the study uncovers students' discontent with and challenge to the conventional education system. It also explores how this phenomenon impacts the power structure within the teaching space, prompting reflections on the sustainable development and enhancement of online education in the digital era.

The key findings of this research are as follows: Firstly, students utilize "online class blasting" as a means to express their dissatisfaction with the traditional education model and question the existing power structure in education. Through this behavior, they employ subcultural symbols and internet trends to form a subculture, collectively shaping the identity and actions of the "online class blasting" subcultural group. Secondly, the "online class blasting" phenomenon disrupts the power dynamics in the teaching space. Students leverage online technology and specific subcultural knowledge to challenge the authority and discourse of teachers, shaking the foundation of the traditional teaching model. In virtual classrooms, teachers encounter the challenge of maintaining order and authority, necessitating adaptive strategies.

In conclusion, this study emphasizes the combined roles of power, anti-school culture, and subcultural symbols in the intricate phenomenon of "online class blasting." Participants share subcultural symbols within subcultural groups, contributing to a distinct power-knowledge complex within the online teaching space. Through collective actions and social media dissemination, they carry out "online class blasting," gaining recognition and displaying their power. This behavior showcases their dissatisfaction with the traditional power structure while seeking satisfaction and social support. Simultaneously, they aim to express their individuality in the virtual space, seeking empathy and acknowledgment. These factors collectively give rise to the "online class blasting" subculture, representing a new challenge to the traditional education system.

Therefore, it is essential to closely monitor the power structure and the evolution of teachers' discourse in the digital environment. In virtual classrooms, students have broader access to information, enabling independent learning via online search, thereby impacting teachers' discourse power. Online social platforms further empower students, enabling them to express their opinions and emotions more freely. This evolution challenges the role and position of the traditional teacher, necessitating a balance in the virtual teaching environment while respecting student initiative and maintaining guidance and control over the teaching process.

For future research and educational practices, the focus should remain on changes in power structures and teacher discourse within online environments, the dissemination and social significance of subcultural symbols in education, and the transmission and transformation of traditional school culture in virtual classrooms. Educational institutions must adjust their teaching methods and management mechanisms to align with new online teaching formats, providing students with a more enriching, secure, and meaningful educational experience. Concurrently, there's a need to enhance guidance and management of students' online behaviors, ensuring they understand and apply online technologies appropriately, capitalizing on the positive effects of e-learning, and mitigating the adverse impact of undesirable behaviors on students.

Author

• Yuetong Gan