[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602217-105":3,"doc-detail-602217-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","normative-becoming-in-the-digital-sphere-whatsapp-parents-group-in-chilean-education","Normative Becoming in the Digital Sphere - WhatsApp Parent’s Group in Chilean Education","","Digital communicational technologies such as WhatsApp play a significant role in schools before and during the pandemic. This article analyzes how norms shape becoming as a student, parent, and teacher through parents’ WhatsApp groups in Chile. Based on teacher and parent interviews and science-and-technology-studies theory, it shows binary labeling, stereotype formation, polarized parent stances, and expectations of teachers’ constant presence. Findings highlight how app-enabled standards mediate interactions, with emotion as the core linkage among these becomings.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/normative-becoming-in-the-digital-sphere-whatsapp-parents-group-in-chilean-education/602217/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/normative-becoming-in-the-digital-sphere-whatsapp-parents-group-in-chilean-education/602217.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does WhatsApp shape students’ and parents’ roles in Chilean school communities?","Question",{"text":62,"@type":63},"In the parents’ WhatsApp groups, students are repeatedly labeled as “good” or “bad” without nuance, producing stereotypes. Parents are also framed in a binary way, with alarmist and more relaxed stances.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What do the findings suggest about teachers’ expectations in these digital interactions?",{"text":67,"@type":63},"Teachers are portrayed as an extension of the school and expected to be constantly present. Digital communication mediates these interactions and reinforces shared standards enabled by the app’s features.",{"name":69,"@type":60,"acceptedAnswer":70},"What relationship connects the three “becomings,” and how does emotion matter?",{"text":71,"@type":63},"The mapping exercise indicates that emotion is the main relationship among students, parents, and teachers’ becomings. Normativities operate ubiquitously and translate into affective responses within the WhatsApp group.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602217,1792726898,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Special Issue  \nDigital Education Platforms and Schooling: New Challenges and Alternatives Toward Education Equity and Children’s Rights  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 31 Number 138 December 12, 2023 | ISSN 1068-2341 |\n| --- | --- |\n\nNormative Becoming in the Digital Sphere: WhatsApp Parent’s Group in Chilean Education1  \nCamila Moyano Dávila  \nUniversidad Finis Terrae  \nIsmael Tabilo Prieto  \nUniversidad Alberto Hurtado/Universidad Finis Terrae  \nMaría Isabel Vera-Muñoz  \nUniversidad Alberto Hurtado  \n&  \nSamanta Alarcón Arcos  \nPontificia Universidad Católica de Chile  \nChile  \nCitation: Moyano Dávila, C., Tabilo, I., Vera-Muñoz, M. I., & Alarcón Arcos, S. (2023) . Normative becoming in the digital sphere: WhatsApp parents’ groups in Chilean education. Education Policy Analysis Archives, 31(138). [https://doi.org/10.14507/epaa.31.7907](https://doi.org/10.14507/epaa.31.7907 This)[ This](https://doi.org/10.14507/epaa.31.7907 This) article is part of the special issue, Digital Education Platforms and Schooling, edited by Pablo Rivera-Vargas, Lluís Parcerisa, and Carla Fardella Cisternas.  \n1 This work was supported by the National Research and Development Agency under the grants FONDECYT/INICIACIÓN/Nº11200428 .  \nAbstract: Digital communicational technologies, such as WhatsApp, have been part of schools both before and during the pandemic. This article explores the normative emergence of being a student, a parent, and a teacher in the use of parents’ WhatsApp groups. In Chile, this digital application is widely used by the population, and it is particularly important for school communities. Based on interviews conducted with teachers and parents, and a theoretical approach based on science and technology studies, the results show that students are constantly labeled as “good” or“bad” without nuance, which produces stereotypes, and parents are also labeled in a binary way, with one group of alarmists and one of relaxed parents, where counter criticisms emerge, while teachers are seen as an extension of the schools and are expected to be constantly present. Digital communication technologies mediate these interactions and open up a new level of interaction, with standards and meanings enabled by the features of the application. We discuss these results, emphasizing that the normativities of these becomings are intertwined in the digital sphere, and using a mapping visualization of the analysis, we show how normativity acts ubiquitously and produces constantly changing expectations of how one should be for those in the group. The mapping exercise shows that the main relationship between the three becomings is emotion, so we conclude that, on the understanding that affect exceeds individuality and represents intensities online, normativities are also incorporated as affective responses in the parents’ WhatsApp group. Keywords: parents’ WhatsApp groups; education; normativity; affect  \nDevenir normativo en el ámbito digital: Grupo de padres de WhatsApp en la educación chilena  \nResumen: Las tecnologías comunicacionales digitales, como WhatsApp, han formado parte delas escuelas tanto antes como durante la pandemia. Este artículo explora el surgimiento normativo de ser estudiante, padre y maestro en el uso de los grupos de WhatsApp de los padres. En Chile, esta aplicación digital es ampliamente utilizada por la población y es particularmente importante para las comunidades escolares. Utilizando entrevistas realizadas adocentes y padres de familia, y un enfoque teórico basado en estudios de Ciencias y Tecnologías, los resultados muestran que los estudiantes son constantemente etiquetados como “buenos” o“malos” sin matices, lo que produce estereotipos, y los padres también son etiquetados de formabinaria. manera, con un grupo de alarmistas y otro de padres relajados, donde surgen contracríticas, mientras que los profesores son ","cbCaito9ClezQy4H","https://ap.wps.com/l/cbCaito9ClezQy4H","pdf",678588,26,"English","# Normative Becoming in the Digital Sphere\n## WhatsApp Parent’s Group in Chilean Education","[{\"question\":\"How does WhatsApp shape students’ and parents’ roles in Chilean school communities?\",\"answer\":\"In the parents’ WhatsApp groups, students are repeatedly labeled as “good” or “bad” without nuance, producing stereotypes. Parents are also framed in a binary way, with alarmist and more relaxed stances.\"},{\"question\":\"What do the findings suggest about teachers’ expectations in these digital interactions?\",\"answer\":\"Teachers are portrayed as an extension of the school and expected to be constantly present. Digital communication mediates these interactions and reinforces shared standards enabled by the app’s features.\"},{\"question\":\"What relationship connects the three “becomings,” and how does emotion matter?\",\"answer\":\"The mapping exercise indicates that emotion is the main relationship among students, parents, and teachers’ becomings. Normativities operate ubiquitously and translate into affective responses within the WhatsApp group.\"}]","Normative Becoming in the Digital Sphere - WhatsApp Parent’s Group in Chilean Education | PDF",1792094260,66,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]