The Hidden Human Rights Curriculum of Surveillance Cameras in Schools: Due Process, Privacy, and Trust

48(1) Cambridge Journal of Education 47-64 (2018)

23 Pages Posted: 26 Aug 2016 Last revised: 8 Jan 2018

See all articles by Lotem Perry-Hazan

Lotem Perry-Hazan

University of Haifa - Faculty of Education

Michael Birnhack

Tel Aviv University - Buchmann Faculty of Law

Date Written: August 26, 2016

Abstract

In this article, we explore how school principals integrate Closed Circuit TV systems in their educational practices and analyse the implications of these practices on schools’ hidden human rights curriculum. Drawing on semi-structured interviews with school principals and municipality officials, the article portrays three approaches:

(1) semi-legal disciplinary procedures, which replace educational processes and are inattentive to pupils’ voices;

(2) real-time surveillance of pupils, which includes both caring and policing practices; and

(3) an inverted use of the surveillance systems as a mechanism of producing trust, by deliberately refraining from gathering evidence in disciplinary investigations.

We argue that each of these approaches shapes the schools’ hidden human rights curriculum, by which pupils learn about due process, privacy, and autonomy, and about the power relations that determine the scope of these rights.

Keywords: school surveillance; human rights education; privacy; trust; school discipline

Suggested Citation

Perry-Hazan, Lotem and Birnhack, Michael D., The Hidden Human Rights Curriculum of Surveillance Cameras in Schools: Due Process, Privacy, and Trust (August 26, 2016). 48(1) Cambridge Journal of Education 47-64 (2018). Available at SSRN: https://ssrn.com/abstract=2830342

Lotem Perry-Hazan (Contact Author)

University of Haifa - Faculty of Education ( email )

Haifa 31905
Israel

Michael D. Birnhack

Tel Aviv University - Buchmann Faculty of Law ( email )

Ramat Aviv
Tel Aviv 69978, IL
Israel
+972-3-640-6623 (Phone)

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