CONSEQUENCES OF IMPRESSION MANAGEMENTWHEN LOOKING GOOD ONLINE IS MORE ABOUT SADISM THAN TRUTH
Notice bibliographique
Résumé
"This research paper addresses ethical considerations for surveillance in education and the educational policy frameworks that regulate human computer interactions of vulnerable and marginalized groups with emerging and disruptive technologies for both punitive and well-being measures. Over the span of two years, qualitative data was collected in the form of semi-structured interviews and participant background surveys and reflections on practice, provided staff perspectives and knowledge about vulnerable and marginalized populations, and technology policies related to known surveillance of staff during work hours in schools. In 1959, Goffman proposed that human beings attempt to control other’s impressions of them and that these impressions are often confined to spatially defined social establishments. As such, the concept of impression management and selective expression are the focus of this paper in an attempt to consider the how educational policy has evolved and areas of growth still needed or considered unattainable. School policies have grown to encompass the creation of safe spaces (and brave spaces) for LGBTQ2 individuals to be welcomed into the profession and community. Changes reflect gender neutral bathrooms, and the identification of pronouns on name tags, and social media where individuals are asked to identify which gender they relate to (she/hers, he/his, they/them, undeclared). However, the message of concealment is still apparent in other ways. The need to separate personal emails from work/school life correspondence is one way school districts have communicated the need to conceal identity, associations, personal interests, thoughts and emotions. Of a similar theme is the concept of responsibilization. This paper considers Karaian’s (2014) examination of responsibilization “through the lens of critical whiteness, queer, girlhood/young feminists and porn studies’ theorizations of the politics of sexual respectability and sexual subjectification” in an effort to revisit colonization present in schools, the Canadian Centre for Child Protection (2011) “Respect Yourself” campaign and the role of surveillance for keeping students safe. Results from the study indicate that seven of the eight participants in the study did not consider a person in the role of a teacher or administrator to be part of the vulnerable or marginalized population. Of the administrators polled, surveillance of colleagues (i.e. teachers) was often reported to them through students and parent reports of behaviour and included requests to IT staff for monitoring of teachers on site during work hours. IT staff also understood that policing ‘sexting’ was both difficult to do and the responsibility of teachers in the classroom."
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».