Performing privacy in schools

TY - ABST

T1 - Performing privacy in schools

AU - Lauritsen, Peter

AU - Bøge, Ask Risom

AU - Andersen, Lars Bo

AU - Albrechtslund, Anders

PY - 2017/6/8

Y1 - 2017/6/8

N2 - In this presentation we pursue the question: How is privacy performed and perceived in schools by children? Our aim is to investigate how the boundaries between public and private spheres are continuously performed in the formal setting of the classroom as well as in the social lives of students. School life involves a wide range of technologies, including smartphones, online communication platforms between teachers and parents, and social media. These and other surveillance-enabling services all contribute to the tracking of and by school children and shape their perceptions of privacy (Monahan and Torres, 2009; Selwyn, 2010; Taylor, 2013; Taylor & Rooney, 2016). The presentation reports findings from a qualitative study in which teachers and students between 12-16 from two Danish schools are interviewed. In addition, the teachers and students participate in workshops where experiments with technologies is carried out as well as observation is conducted. We obtain and present new knowledge about how surveillance is practiced in the interpersonal relations of students and teachers. References: Monahan, T., & Torres, R. D. (2009). Schools Under Surveillance: Cultures of Control in Public Education. Rutgers University Press. Selwyn, N. (2010). Schools and Schooling in the Digital Age: A Critical Analysis. Routledge. Taylor, E. (2013). Surveillance Schools: Security, Discipline and Control in Contemporary Education. Palgrave Macmillan UK. Taylor, E., & Rooney, T. (2016). Surveillance Futures: Social and Ethical Implications of New Technologies for Children and Young People. Routledge.

AB - In this presentation we pursue the question: How is privacy performed and perceived in schools by children? Our aim is to investigate how the boundaries between public and private spheres are continuously performed in the formal setting of the classroom as well as in the social lives of students. School life involves a wide range of technologies, including smartphones, online communication platforms between teachers and parents, and social media. These and other surveillance-enabling services all contribute to the tracking of and by school children and shape their perceptions of privacy (Monahan and Torres, 2009; Selwyn, 2010; Taylor, 2013; Taylor & Rooney, 2016). The presentation reports findings from a qualitative study in which teachers and students between 12-16 from two Danish schools are interviewed. In addition, the teachers and students participate in workshops where experiments with technologies is carried out as well as observation is conducted. We obtain and present new knowledge about how surveillance is practiced in the interpersonal relations of students and teachers. References: Monahan, T., & Torres, R. D. (2009). Schools Under Surveillance: Cultures of Control in Public Education. Rutgers University Press. Selwyn, N. (2010). Schools and Schooling in the Digital Age: A Critical Analysis. Routledge. Taylor, E. (2013). Surveillance Schools: Security, Discipline and Control in Contemporary Education. Palgrave Macmillan UK. Taylor, E., & Rooney, T. (2016). Surveillance Futures: Social and Ethical Implications of New Technologies for Children and Young People. Routledge.

M3 - Conference abstract for conference

T2 - Metric Culture

Y2 - 7 June 2017 through 9 June 2017

ER -