Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school

Michael Birnhack, Lotem Perry-Hazan

Research output: Contribution to journalArticlepeer-review


This article explores the rights consciousness of teachers as agents having a professional obligation to promote students’ rights. The case study comprises Israeli teachers, whose social status is low, in the context of school CCTV surveillance. Based on 55 interviews, the findings revealed three clusters of perceptions: dismissing students’ privacy as a discrete consideration in assessing school surveillance; acknowledging students’ privacy as a discrete consideration; and merging students’ and teachers’ privacy. Almost all teachers considered their own privacy. Our conclusions focus on teachers who had differential rights consciousness and alluded to privacy justifications only when they concerned their own rights.

Original languageEnglish
Article number103302
JournalTeaching and Teacher Education
StatePublished - May 2021

Bibliographical note

Funding Information:
We thank Shiri Lavy, Avihu Shoshana, and Benny Benjamin for their helpful comments; we thank Ayelet Becher, Dalal Hino, Noor Ibrahim, Mona Nassar and Aya Noyman, for excellent research assistance. We also thank the Israeli Science Foundation (Grant 448/15 ) for financial support and the interviewees for granting us their time.

Publisher Copyright:
© 2021 Elsevier Ltd


  • Perspective-taking
  • Privacy
  • School surveillance
  • Students’ rights
  • Teachers’ rights consciousness
  • Teachers’ social status

ASJC Scopus subject areas

  • Education


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