ABSTRACT

This study examines whether and how teachers who work in low- and high-SES primary schools name and mobilise their pupils’ online rights. As children’s out-of-school behaviour lays at the margins of teachers’ professional responsibilities, this context enables a robust inquiry into teachers’ commitment to pupils’ rights. The research design is based on in-depth semi-structured interviews with 20 teachers from low- and high-SES schools. The findings showed that whereas most teachers indicated their concern about online injury suffered or caused by their pupils, they did not name these injuries in terms of pupils’ rights. As teachers progressed through the legal mobilisation process, the analysis revealed SES differences. Whereas teachers working in the low-SES schools tended to minimise their professional responsibilities regarding online injury, teachers working in the high-SES schools held a broader perception of themselves as professionals who actively promote their pupils’ rights and empower them to participate in regulating their online worlds. These perceptions were manifested in different approaches towards the adequate strategies to address pupils’ online behaviour, and particularly, towards pupils’ autonomy. The conclusions highlight that the ways teachers mobilise their pupil’s online rights are intertwined with their contextual perceptions of their professional role.

摘要

本研究调查了在低和高 SES 小学工作的教师是否以及如何命名和动员学生的在线权利。由于儿童的校外行为处于教师职业责任的边缘，这种背景使得能够对教师对学生权利的承诺进行有力的调查。研究设计基于对来自低和高 SES 学校的 20 名教师的深入半结构化访谈。调查结果显示，虽然大多数教师表示他们对学生遭受或造成的在线伤害表示担忧，但他们并未根据学生的权利来命名这些伤害。随着教师在法律动员过程中取得进展，分析揭示了社会经济地位的差异。鉴于在低社会经济地位学校工作的教师倾向于尽量减少他们在网络伤害方面的专业责任，在高 SES 学校工作的教师更广泛地认为自己是专业人士，他们积极促进学生的权利并赋予他们参与监管网络世界的能力。这些看法体现在针对解决学生在线行为，特别是学生自主权的适当策略的不同方法中。结论强调，教师动员学生在线权利的方式与他们对其专业角色的情境认知交织在一起。这些看法体现在针对解决学生在线行为，特别是学生自主权的适当策略的不同方法中。结论强调，教师动员学生在线权利的方式与他们对其专业角色的情境认知交织在一起。这些看法体现在针对解决学生在线行为，特别是学生自主权的适当策略的不同方法中。结论强调，教师动员学生在线权利的方式与他们对其专业角色的情境认知交织在一起。