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

Michael Birnhack; Lotem Perry-Hazan

doi:10.1016/j.tate.2021.103302

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

Michael Birnhack, Lotem Perry-Hazan

Department of Leadership and Policy in Education

Research output: Contribution to journal › Article › peer-review

Abstract

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 language	English
Article number	103302
Journal	Teaching and Teacher Education
Volume	101
DOIs	https://doi.org/10.1016/j.tate.2021.103302
State	Published - 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

Keywords

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

ASJC Scopus subject areas

Education

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10.1016/j.tate.2021.103302

Cite this

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abstract = "This article explores the rights consciousness of teachers as agents having a professional obligation to promote students{\textquoteright} 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{\textquoteright} privacy as a discrete consideration in assessing school surveillance; acknowledging students{\textquoteright} privacy as a discrete consideration; and merging students{\textquoteright} and teachers{\textquoteright} 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.",

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AB - 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.

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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