by Rebecca Thomas
Education operates within a ‘social nexus’, symbiosis; interconnected relationships among teachers, students, government officials, policymakers, unions, and public perception.
Traditionally, this nexus facilitated a balanced exchange of ideas, allowing educators to play a significant role in shaping policy, sharing classroom realities, and driving conversations about student needs. Sadly and unintentionally, our successful advances with technology may have transformed this once rich tapestry into something complex, and perhaps far more problematic.
Let's unpack more clearly what I mean (before the onslaught of AI supporters and digital wizards misinterpret my intentions).
Instead of fostering open, democratic conversations, technology now plays a significant role in ‘controlling’ who gets heard and how - probably more than you've spared a thought for recently. Technology has the capability to amplify some voices while silencing others, often allowing the government and those in power to dominate the narrative.
Fragmentation of Voices
Originally, when I started drawing attention to some 'errors' in the system I was under the impression that with the power of being connected, and through the use of technology, we could build a loud voice and be heard. Naively, the more I shared information the more I thought we could uncover the 'truth' and change the system.
The more I raised the alarm, the longer I waited, and nothing happened or changed.
You see, the social nexus in education, which should allow diverse voices to come together, is now overwhelmed by the sheer volume of participants, especially with the use of social media and other platforms. While it’s true that more people can participate in the conversation, it’s also true that ‘too many voices’ talking at once leads to confusion, fragmentation, and a loss of focus.
This is not an accident.
Political misdirection plays a critical role in creating and exploiting this fragmentation.
Governments and powerful institutions know that a fractured conversation makes it easier to control the narrative. When everyone is shouting over each other, no one is paying attention to the core issues. The government can then introduce distractions, like debates over curriculum changes or sensationalist news stories like banning teacher only days and fining parents for attendance, that shift the focus away from deeper systemic problems or plans.
By misdirecting the conversation toward divisive yet peripheral topics, they can maintain the illusion of public debate while quietly advancing policies that centralise power and limit educators' influence. The more fragmented the matrix becomes, the easier it is for those in power to selectively respond to the voices that align with their agenda and dismiss the ones that challenge it.
This misdirection keeps us focused on fighting among ourselves, debating over the noise, while the government executes its plans with minimal resistance. It’s a classic tactic: create confusion, divide the conversation, and seize control while everyone is too distracted to notice.
To reclaim the narrative, we must recognise political misdirection for what it is; a deliberate strategy to disempower educators and prevent meaningful democratic discourse. By cutting through the noise, refocusing on core issues, and building unified voices within the social nexus, we can challenge the power dynamics that thrive on fragmentation and misdirection.
Algorithmic Control of the Nexus
In this modern social network, algorithms play a critical role in determining which voices rise to the top. Social media platforms and news feeds are driven by algorithms that prioritise content based on engagement, not necessarily on the importance or truth of the message.
I have spoken to lots of educators this week who follow key 'actors' on social media platforms; they spoke about the very convincing messages they receive - it's true, they have an excellent PR campaign for sure. This prevalence shifts the focus of the conversation away from educators' concerns about student well-being, curriculum challenges, or systemic inequities, and toward more believable, click-worthy topics, where change is being 'wrapped around us' all warm a cosy; a place where 'perfection is not expected on day one'.
What we’re left with is a network that feels ‘loud’ but ultimately hollow. The government can steer the narrative by influencing the media landscape and deciding what issues dominate public discussion. In this way, technology doesn’t democratise education—it centralises control in the hands of a few key 'actors'.
AI and Surveillance in the Nexus
Another layer of complexity in the social nexus of education is the role of ‘AI and surveillance technologies’. These tools are increasingly being used to track and analyse everything from school performance to public sentiment. While AI could theoretically offer insights that improve education, it also serves as a powerful tool for controlling the narrative. Surveillance technologies can monitor educators’ communications, influencing not only what we say but also ‘how’ we say it, out of fear that our words will be misinterpreted or used against us.
By embedding AI into the educational nexus, the government gains the ability to monitor and influence the conversation in ways we can’t fully see on a very large scale that doesn't need human resources. This reduces the space for genuine democratic exchange and introduces an Orwellian dynamic, where voices can be selectively amplified or silenced based on their alignment with government priorities.
Power Dynamics in the Nexus
Ultimately, the social nexus of education reflects underlying ‘power dynamics’. Technology and social media give the illusion of democratising the conversation by allowing more people to participate. However, the reality is that these platforms are controlled by corporations and governments that have the resources to shape the narrative at scale.
In this nexus, educators are left with a sense of powerlessness.
We then give up and accept the fate that is 2025.
Our professional insights and concerns are filtered through layers of bureaucracy, technology, and media, leaving us with little control over the larger conversation about what’s best for students and the future of education.
Reclaiming the Social Nexus
To reclaim a truly democratic relationship in the education network, we need to rethink how we engage with this nexus. Rather than allowing technology to overwhelm and fragment our voices, we need to refocus our efforts on deliberate, organised conversations in real time that prioritise educators’ perspectives.
Creating spaces for real dialogue: Educators need platforms where their voices aren’t drowned out by bots, algorithms, or social media noise. These could be teacher-led forums, unions, or professional networks that foster genuine conversations. (I was lucky enough to be listening to the voices of the Aotearoa Educators Collective last night, where we could listen to ‘real time discussions’ about educators thoughts on the 'curriculum overreach').
Questioning the narrative: We must critically examine the narratives being pushed by the government and other 'actors'. Are they simplifying complex issues for political gain? Are they overlooking the voices of those who work directly with students? Remember to also question ‘who is saying this?’ and ‘whose privilege does it serve?’
By recognising the possibility of the influence of technology and power in the fabric of education, we can start to reassert our role in shaping the future of our schools and students. It’s not too late to take back control of the narrative, but it will require a concerted effort to push through the noise and focus on what truly matters.
And yes, I am reading Yuval Noah Harari’s latest book, Nexus.
And no, I am not into conspiracy theories or wearing a tin foil hat!
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