Why Should It Be My Concern? How Teachers in Low- And High-Ses Primary Schools Mobilise Their Pupils’ Online Rights

Ben-Hayun, Shiran German; Perry‐Hazan, Lotem

doi:10.1080/00071005.2020.1803207

Cited by 5 publications

(2 citation statements)

References 55 publications

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“…The latter teachers viewed themselves as actively promoting their students' rights and empowering them to participate in regulating their online worlds. We discussed this phenomenon in a previous study (German Ben‐Hayun & Perry‐Hazan, 2021).…”

Section: Resultsmentioning

confidence: 93%

“…The frequent changes characterizing social interactions between children on the Internet and adults' lack of familiarity with the technological platforms in which they occur intensify various kinds of dilemmas related to children's digital lives, including educational dilemmas (e.g. German Ben‐Hayun & Perry‐Hazan, 2021), psychological dilemmas (e.g. Weinstein & Selman, 2016) and regulatory dilemmas (Livingstone & Third, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Elementary school children in the online world: Naming and mobilization of rights

Ben-Hayun

Perry‐Hazan

2022

Children & Society

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This study drew on interviews with elementary school children (aged 8-12), parents and teachers to explore whether and how children name online infringements of their rights and mobilize their rights when they experience such infringements. The findings revealed distinctions between rights infringements external to children's social world and infringements internal to this world that are intertwined with children's close relationships. Naming internal infringements proved more complex, particularly when the injuries were masked as pranks or conducted between siblings. The distinction between internal and external rights infringements was also apparent in children's mobilization of their online rights.

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Section: Resultsmentioning

confidence: 93%