Digitisation, securitisation, and upbringing: interrelations and emerging questions

Abstract

In recent years a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation have given particular shape to discourses and practices of risk management and early intervention, particularly in early childhood education and parenting. Such developments have taken place in a context in which digital technology has become ubiquitous, enabling the role of surveillance in modes of governing to take on new forms. Here as well as giving an overview of literature on the digital in general, we also focus more specifically on the parent-child relationship and the use of digital technology by parents. We then survey recent theorisations of securitisation from other fields, but again focus specifically on its relation to childhood and parenting. We bring digitisation and securitisation together here to consider how the particular form of individualisation produced today is recasting how we think about parents, teachers and children.

Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

“…The obtained results of the research work complement the data carried out earlier in the studies on certain aspects of the formation of youth upbringing on the basis of various non-traditional technologies [16,19]. A number of authors place the main empirical emphasis on the development of family and collective upbringing as an additional factor in upbringing in an educational organization [1,4].…”

“…The above-named directions of the extracurricular environment are engaged in improving the quality of vocational training, using modern information technologies, based on the personality-oriented and individually-differentiated paradigm of education, [19,20]. This, in turn, allows positive adaptation of students to the educational process and distance learning at the institute, as well as influence the effectiveness of the upbringing system as a whole [21,22].…”

“…In the direction of the implementation of distance technologies, there is a significant amount of research on implementation in various areas of the educational process [17,19]. To a lesser extent, a number of scientific works are focused on the study of online technologies in the implementation of the extracurricular upbringing process of professional training of students in the university space [11].…”

“…Many empirical studies of experts are devoted to the processing of training data and the analysis of information of educational and entertainment content for educational purposes [21,25]. The necessity of using individual youth accounts for the purposes of public and environmental safety is empirically proved [19]. Diagnostics of individual pages of data users to Facebook and VKontakte social networks is most popular in economics and certain types of technical sociology [25,24].…”

Curbing the drawbacks of digitization on psycho-social risks at work in educational institutions. Preliminary evidence from Europe

“…Most of the scholarly attention has been paid to the side effects of digitization on the educational experience of learners (Hodgson and Ramaekers, 2020;Mertala, 2020). Nevertheless, it has been emphasized that digitization has major implications at the organizational level, paving the way for an intensification of work, greater levels of anxiety and increased work-related stress (Selwyn et al, 2016;Fern andez-Batanero et al, 2021).…”