Draft_2_with_Peer_Comments_and_Authors_Note.docx - Vatsala...

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Vatsala Mall11/19/2018 (Second Draft)Professor Paul BabinAdvisor: Kathryn DanielsThe Perfect Prison for Students: An analysis of a high school as a PanopticonAuthor’s note: I’ve been working on this panoptic space analysis essay for the past few daysand I would really appreciate your help in improving the overall analysis and concepts used. This is my second draft and I’ve removed many grammatical errors and enhanced sentence structure. I’ve also addeda few more arguments to support my claim of a school as a panoptic space. I’m open to all suggestions, improvisations, and new ideas. I would really like to know further references I could use from Michael Foucalt’s “Discipline and Punish” in my essay. I would also like to know if I’ve used sufficient concepts from Foucalt’s essay and if my body paragraphs support my original thesis. Please also check any grammatical or punctuation errors. Thank you for all the help!This essay argues that schools act as panoptic spaces, where power is exercised through constant surveillance and monitoring. This essay also argues the way in which surveillance operates in this context diverged from the panoptic program in two crucial ways: surveillance is discontinuous rather than total, and therefore open to resistance and evasion, and exercised through sound and hearing as much as through vision. In this essay, I argue that, though tempting and easily made, the common parallel betweenschools and the Panoptic model of power risks overshadowing important features of the way in which power operates in educational institutions.A school can be seen as a panopticon for teachers as well. Each individual teacher is in a sense
placed in their own cell of evaluation and cannot be certain if they are doing right or wrong with their method of teaching, cannot know if they will be punished should their students do badly, and cannot know who will seek to punish them. These unknowns build upon and rely on each other to entrench teachers in fear. Since teachers are assessed individually in addition to the school as a whole, there is a fear sense of being singled out which causes fear. Already in fear from a sense of watchedness, teachers must next cope with their understanding that teaching and learning are not mechanical actions, so there can be no assurance for any teacher that a correct method of teaching exists which will make their students do well and ingratiate them to the invisible guards.

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