ABSTRACT

Facial recognition technology is now being introduced across various aspects of public life. This includes the burgeoning integration of facial recognition and facial detection into compulsory schooling to address issues such as campus security, automated registration and student emotion detection. So far, these technologies have largely been seen as routine additions to school systems with already extensive cultures of monitoring and surveillance. While critical commentators are beginning to question the pedagogical limitations of facially driven learning, other this article contends that school-based facial recognition presents a number of other social challenges and concerns that merit specific attention. This includes the likelihood of facial recognition technology altering the nature of schools and schooling along divisive, authoritarian and oppressive lines. Against this background, the article considers whether or not a valid case can ever be made for allowing this form of technology in schools.

摘要

面部识别技术现已被引入到公共生活的各个方面。这包括将面部识别和面部检测迅速集成到义务教育中，以解决诸如校园安全，自动注册和学生情绪检测等问题。到目前为止，这些技术在很大程度上已经被视为对学校系统的常规补充，因为它们已经具有广泛的监视和监视文化。当批判性评论员开始质疑面部驱动学习的教学局限性时，本文的其他文章认为，基于学校的面部识别会带来许多其他社会挑战和问题，值得特别关注。这包括面部识别技术可能会在分裂中改变学校和学校的性质，专制和压迫性路线。在此背景下，本文考虑了是否有可能为在学校中允许使用这种技术提供有效的理由。