Critiques of securitisation and the problems of safeguarding integrity in tertiary education during Covid-19

Abstract

Critiques of securitisation focus on identifying vulnerabilities, insecurities and perceived threats as a first step in a securitisation process that then unleashes extraordinary efforts to contain the threat and to reform existing processes to neutralise the risks posed to the society. In applying this insight to tertiary education at an open, distance education institution, the article reflects on measures taken to protect academic integrity – an area of risk that grew exponentially during the pandemic. The purpose of this article is to explore the concept of securitisation, and to use it to frame the understanding, critique and resistance of the current discourse around the securitisation of academic integrity. It concludes with an invitation to open up the space for ethical care as counter-hegemonic practice.