Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law

Abstract

How do managers make decisions that affect human rights of other people? The article examines one such case: the decision‐making process of Israeli school principals in installing Closed Circuit TV (CCTV) systems in schools. One unexpected source that principals relied on was that of imagined law: they wrongly assumed that there was a law that guided them in the matter. The deployment of CCTV systems in Israeli schools is relatively new and takes place at an accelerated pace. School principals are the ones that make the decision about introducing such systems into their schools. The study traced and explored this process. Based on semi‐structured interviews, the findings portray a picture of partial isomorphism among schools. We frame the findings within institutional theory, which differentiates between exogenous and endogenous sources of decision‐making. Most school principals relied on endogenous sources that were shaped by practical considerations and their own perceptions as to security, privacy, and education. Yet, the interviews indicate an additional and surprising source of organizational decision‐making: imagined law. Some of the principals assumed the existence of specific legal rules. The principals did not search for professional guidance, and did not consult others. Instead, they filled the imagined law with endogenous sources, namely, their own perceptions.

Young children's perceptions of due process in schools’ disciplinary procedures

“…Another type of condemnation concerned the parallels between school discipline and the criminal justice system, which can produce a criminalised self and social identity (Kupchik, 2010;Kayama et al, 2015). These contentions are related to the extensive 830 L. Perry-Hazan and N. Lambrozo use of criminal justice terminology (Kayama et al, 2015) and of school security measures (Perry-Hazan & Birnhack, 2016, 2018Birnhack et al, 2018).…”

School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security

“…Additional implications concern participation in decision making. The current study, along with our previous studies (Birnhack et al, 2018; Perry-Hazan & Birnhack, 2016), shows that students were not consulted or even informed about the cameras. Teachers were similarly excluded from decision-making processes regarding school CCTVs (Perry-Hazan & Birnhack, 2019).…”

“…Furthermore, the findings highlight the dissonance between the students’ perspectives regarding the legitimate usages of the CCTVs and the CCTVs’ actual usages. In a previous study, based on interviews with school principals, we found that although school security was a prominent consideration in the decision to install CCTVs (Perry-Hazan & Birnhack, 2016), many principals used CCTVs to gather evidence concerning minor disciplinary infringements (Perry-Hazan & Birnhack, 2018). This function creep is prohibited by European and Israeli law (GDPR, 2016, Art.…”

“…The typical official justification for the use of school CCTVs cites external security threats (Hope, 2009; Perry-Hazan & Birnhack, 2016). However, in many cases, CCTVs installed for security purposes are used for monitoring and investigating students’ minor disciplinary violations (Hope, 2009; Perry-Hazan & Birnhack, 2018; Taylor, 2011) as well as teachers’ behavior (Perry-Hazan & Birnhack, 2019).…”

Smart City Infrastruktur: Perancangan Integrasi Sistem Melalui Jaringan Fiber Optic di Kota Yogyakarta

“…Hardware Design yang digunakan adalah sebagai berikut: Garis panah diatas adalah Kabel Fiber Optic [21]. Masing-masing server diintegrasikan ke area-area di bawahnya adalah sebagai berikut:…”