Erratum: Author Correction: Chinese Adolescents' Struggle in Online Compulsory Education during the COVID-19 Pandemic: A Foucauldian Perspective.

[This corrects the article DOI: 10.1007/s10639-021-10688-9.].

Chinese Adolescents' Struggle in Online Compulsory Education during the COVID-19 Pandemic: A Foucauldian Perspective.

To tackle the debate surrounding the tension between knowledge and power in online education for adolescents and between freedom and control at large, this study examines how disciplinary power was exercised and resisted in a Chinese setting of online compulsory education during the COVID-19 outbreak in 2020. Overall, 60 participants, including students (from Grade 7 to 12), their parents, and teachers joined in our focus groups or individual interviews in a secondary school in Xi'an, China. By following Foucault's concepts of three techniques of disciplinary power: hierarchical observation, normalizing judgement and examination, we identified four themes based on the data: (1) diminished discipline with the dissolving boundary, (2) reconfigured disciplinary power by teachers, (3) self-discipline as a vital skill, and (4) online compulsory education as a future trend.