Educating in Times of Pandemic: Images as Micropolitics of Epistemic Disobedience to the Modern and Humanist Epistemologies of the Global North

ABSTRACT In this article, we take the risk of reading the contemporary world based on images that have been published on social media during the pandemic crisis. By questioning the abyssal lines (SOUSA SANTOS, 2007) imbued and naturalized by the projects of Modernity and Humanism, the article discusses the ways in which nature invaded, in the middle of the pandemic, “this side” of modernity. The following section explores the undemocratic virus by problematizing the abyssal lines of social class differences. Then, in order to further complexify the stark differences between white supremacy and black genocide, the next section demonstrates that we have not overcome this historical crisis of humanity. Section five investigates the abyssal lines between access to education and the perpetuation of a project for education that secures the denial of its existence. In the conclusion, we explain the reasons that make us conceive of these images as procedural micropolitics that have the potential to construct “new modes of subjectivity” (GUATTARI; ROLNIK, 1996, p. 30) and suggest a pedagogy of visual literacy and its micropolitics and an epistemic turn in the notions of “crisis”.

摘要 本文冒着阐释风险，以疫情危机期间发布于社交媒体的图像为研究载体，解读当代世界。本文对现代性与人文主义话语所浸染并自然化的深渊鸿沟(abyssal lines, SOUSA SANTOS, 2007)展开质疑，探讨疫情期间自然如何侵入现代性的“此在之域”。下一节通过对社会阶层差异的深渊鸿沟展开问题化研究，剖析这一具有非民主属性的病毒的运作逻辑。随后，为进一步厘清白人至上主义与黑人种族灭绝之间的尖锐对立的复杂面向，下一节论证了人类尚未走出这场历史性的人性危机。第五部分探讨了教育资源获取与维系那种以否认教育公平为本质的教育项目之间的深渊鸿沟。在结论部分，本文阐释了为何可将这些图像视为具有构建“新主体性模式”(GUATTARI; ROLNIK, 1996, p. 30)潜力的程序式微观政治，并提出应构建视觉素养教育学及其微观政治路径，以及对“危机”概念的认识论转向。