14. Communities, Families and Schooling in Educational Research
Paper
The Platformization of Family Live: Intimacy, Belonging and Surveillance Practices
Raquel Miño-Puigcercós, Paula Lozano-Mulet, Gustavo Herrera Urizar, Judith Jacovkis, Pablo Rivera-Vargas, Lluís Parcerisa
University of Barcelona, Spain
Presenting Author: Miño-Puigcercós, Raquel;
Lozano-Mulet, Paula
The phenomenon of platformization has emerged strongly, especially after the COVID-19 pandemic, affecting our daily lives in various facets, such as communication, interaction, education, and commerce, among others. Various scholars have characterized this scenario as a “platform society” (van Dijck et al., 2018) or “platform capitalism” (Srnicek, 2018). Regardless of the increasing interest in understanding the impact of digital platforms in different contexts, there are fewer studies that focus on how digital platforms have penetrated family practices. Consequently, there is a major amount of research on how young individuals use digital platforms, but relatively slight studies about family relationships and even less with an intergenerational perspective that involves the elderly.
The research project “PlatFAMs: Platforming Families – tracing digital transformations in everyday life across generations” aims to explore the integration of digital platforms into the daily routines and dynamics of contemporary families across five European countries (Norway, Estonia, the United Kingdom, Romania and Spain). Through an intergenerational approach, we select 20 families from each country (n= 100) to interview the three main generations (children, parents and grandparents).
The project focuses on three main topics: digital navigation -studying how different members of the family interact with various platforms to discern inter-generational differences and similarities-; digital negotiation -exploring relational dynamics within varied family structures- and digital future-making -investigating how participants develop imaginations of digital futures, within family and society level-.
Through the first stage of the project, we have conducted a scoping review (Erstad, Hegna, Livingstone, Negru-Subticica & Stoilova, in press) that identifies that the field of digital platforms and family life is specially focused on individual uses of social media but less explain the reconfiguration of relationships, agency and autonomy within families. These few studies focus on two different emerging themes related with the platformization of intimacy, belonging and care, on the one hand, and interdependency, vulnerability and power struggles, on the other hand.
The first corpus of literature suggests that digital technology might enable practices of care in contexts such as geographically dispersed families and it might complement rather than substitute face-to-face communication (Danielsbacka et al., 2022; Williams, 2011). It might even contribute to bridging the gap between older parents to understand the modern world (Thomas, 2020). Digital family practices such as negotiating and buying technology, sharing photos from joint family events or using Whatsapp as a transconnective space might also create a sense of family belonging (Palviainen & Kędra, 2020). At the same time, the literature points at concerns related with gender inequalities, social barriers experienced by the elderly and the overburden of the constant online presence (Neves et al., 2019).
The second one involves a shift in power dynamics within families, which might enhance family communication, learning and enjoying creativity (Levinson & Barron, 2018), but also involve parents' concerns about being absent in their children’s digital lives or about higher usage of smartphones. Another relevant aspect is related with parental surveillance, but the few studies that have been implemented point that children might see intimate surveillance as a practice of care that involves feeling more security and comfort (De Leyn, et al., 2022).
Methodology, Methods, Research Instruments or Sources UsedFor a deeper understanding of the phenomenon, the project is configured in three stages. The first stage consists on developing a scoping review to map the existing literature related with family and online platforms and identify the main key concepts, gaps and evidence related to the topic. The second one is a qualitative stage, based on individual and group interviews with families (Flick, 2015). This stage also involves a participatory approach (Vaughn & Jacquez, 2020), which includes using interactive and creative methods with families such as diaries or photo ellicitation. With this type of tools, families have the opportunity to report on their everyday practices related to digital platforms. And finally, the third quantitative stage, based on a secondary analysis of EUKids Online data.
In this paper, we focus on the preliminary results of the qualitative stage, which is also organized in two sub-phases: (1) individual interviews with three family members of each family (child, adult and elderly) and (2) multi-members family interviews, one or two per each family unit. At the moment, we have conducted 60 individual interviews in each country (20 families x 3 members), which implies 300 interviews in total. For each interview, researchers used a timeline that encouraged the discussion and reflection of participants about temporality in the use of platforms in the past, present and future. The results will be based on the 60 interviews conducted in Spain.
The main question guiding the analysis is which are the implications of the use of digital platforms among families, specially related with how people integrate and domesticate platforms in their daily environment? To address this question, we point to five key themes:
- Families integration and domestication of digital platforms.
- The role of negotiation in the integration of digital platforms into family life.
- The evolution of digital platforms used by families over time.
- The emergent relational meanings of digital platforms for family life.
- Families imagination of their futures.
Conclusions, Expected Outcomes or FindingsThe preliminary results of the scoping review and the individual interviews points at how digital platforms might shape family life, specially in terms of intimacy, belonging and power-control relationships. In this paper, we will present the results related with the opportunities and risks perceived by families that arise from the new ways of intimacy, power shifts, means of communication and surveillance practices.
In the context of technological advances, the discussion is related with changes in power dynamics within families, as well as the emergence of new forms of communication and surveillance. Digital media has been noted to be linked to both distinctive practices of intimacy, belonging and care, as well as power struggles associated with digitally mediated forms of interdependence and vulnerability.
The issue of intimate surveillance by parents has also been addressed, such as monitoring their children's publications and followers on platforms such as TikTok, which can be perceived by children as a normalized practice of care, generating a sense of safety and comfort. These cases exemplify the interrelationship of media and surveillance practices in the context of family life and the use of digital technologies. Also, it has been highlighted that technology allows for a diversity of perspectives of intimacy, from presence to surveillance, and that visualization (via webcam, live broadcasts, etc.) plays a crucial role in its manifestation. It has been emphasized that some forms of intimacy are more welcomed by children, while others are less accepted, and that surveillance is sometimes met with avoidance strategies, problematizing limits and control.
ReferencesDanielsbacka, M., Tammisalo, K., & Tanskanen, A. O. (2023). Digital and traditional communication with kin: Displacement or reinforcement? Journal of Family Studies, 29(3), 1270–1291. https://doi.org/10.1080/13229400.2022.2040575
De Leyn, T., De Wolf, R., Abeele, M. V., & de Marez, L. (2019). Reframing current debates on young people’s online privacy by taking into account the cultural construction of youth. Proceedings of the 10th International Conference on Social Media and Society, 174–183.
Erstad, Hegna, Livingstone, Negru-Subticica & Stoilova (in press). Digital platforms and family life across generations – reviewing the evidence and defining the field.
Flick, Uwe. (2015). El diseño de la Investigación Cualitativa. Morata.
Levinson, A. M., & Barron, B. (2018). Latino immigrant families learning with digital media across settings and generations. Digital Education Review, (33) 150–169. https://doi.org/10.1344/der.2018.33.150-169
Matassi, M., Boczkowski, P. J., & E. Mitchelstein (2019). Domesticating WhatsApp: Family, friends, work, and study in everyday communication. New Media & Society, 21(10), 2183-2200. https://doi.org/10.1177/1461444819841890
Neves, B. B., Franz, R., Judges, R., Beermann, & C., Baecker, R. (2019). Can Digital Technology Enhance Social Connectedness Among Older Adults? A Feasibility Study. Journal of Applied Gerontology, 38(1), 49–72. https://doi.org/10.1177/0733464817741369
Palviainen, Å., Kędra, J. (2020). What’s in the family app?: Making sense of digitally mediated communication within multilingual families. Journal of Multilingual Theories and Practices, 1(1), 89–111. https://doi.org/10.1558/jmtp.15363
Siles, I., Espinoza-Rojas, J., Naranjo, A., & M.F. Tristán (2019). The mutual domestication of users and algorithmic recommendations on Netflix. Communication, Culture & Critique, 12(4), 499-518.
Srnicek, N. (2018). Capitalismo de plataformas. Cajanegra Editora.
Thomas, M.-H. (2020). The Impact of Communication Technology and Social Media on Intergenerational Relationships between Older Individuals and Their Adult Children in Bangkok. Manusya: Journal of Humanities, 23(2), 188–204. https://doi.org/10.1163/26659077-02302003
van Dijck, J., Poell, T and de Waal, M. (2018). The Platform Society: Public Values in a Connective World. Oxford University Press.
Vaughn, L. M., & Jacquez, F. (2020). Participatory Research Methods – Choice Points in the Research Process. Journal of Participatory Research Methods, 1(1). https://doi.org/10.35844/001c.13244
Williams, F. (2011). Towards a transnational analysis of the political economy of care. In R. Mahon and F. Robinson (eds). Feminist Ethics and Social Policy: Towards a New Global Political Economy of Care, 21–38. UBC Press.
14. Communities, Families and Schooling in Educational Research
Paper
‘It Takes a Village’ - Parental Experiences with Cooperation to Overcome Cyberbullying within Norwegian Educational Context. A Qualitative Study
Martyna Onyszko, Hildegunn Fandrem
University in Stavanger, Norway
Presenting Author: Onyszko, Martyna
The recently published annual national student survey in Norway reports alarming and steadily increasing rates of cyberbullying among students in primary and lower secondary schools. The largest percentage, 5.9% of students, report being cyberbullied (2-3 times a month, once a week, few times a week) via phone, iPad or PC in 5th grade. Numbers vary between 4,6% to 5,1% in grades 6th to 10th (Utdanningsdirektoratet, 2024). Increasing prevalence rates, paired with large socio-economic losses for the individual and for the society, makes cyberbullying an important research field for practitioners and researchers alike. The available research suggests the need for a holistic approach, involving all stakeholders in the school community, especially parents, as a means of addressing cyberbullying. Parents as primary caregivers are central in any cooperative efforts influencing a child’s development and well-being (Glavin, 2013). To the best of our knowledge, no study with the focus on parental views on the cooperative efforts has been conducted within European or Norwegian context. Thus, the main objective of the study is to extract insights regarding parents’ views and experiences concerning interdisciplinary and interagency cooperation to overcome cyberbullying in Norwegian schools.
The research shows that positive home-school relations, where parents have the chance to genuinely contribute to their child’s education, improve the child’s overall experience and learning outcomes (Drugli & Nordahl, 2016). In this way, parents and the school share the responsibility of raising children and teenagers in school age. The home-school collaboration is seen as crucial to the child’s positive social adjustment (Kim & Sheridan, 2015). In the following study, it will be assumed that all of the families do sincerely care about their offspring: they want to see them succeed, build positive relations to their peers, educators and wider community (Epstein, 2010). The primary goal of this study is to gain a better insight into parental views on how to best channel the cooperative efforts to prevent and combat cyberbullying, which has such a troubling impact on the lives of many adolescents. The research question guiding this inquiry is thus: What are the views and experiences with cooperation to prevent cyberbullying of parents whose children were involved in cyberbullying?
To answer the research question, 17 semi-structured interviews were conducted either in-person or online with parents of children enrolled in Norwegian primary or lower secondary school, as these are the ages where cyberbullying is most prevalent (Kowalski et al., 2012). Purposive sampling was employed, with the population including parents of children and adolescents involved in cases of cyberbullying. The interviews were carried out between November 2022 and January 2024 in either Norwegian, Polish or English. A reflexive thematic analysis was carried out, revealing four major themes: (1) home-school cooperation, (2) types of parental involvement and (3) aspects of cyberbullying affecting cooperation and (4) cooperative strategies to overcome cyberbullying. All the themes are encompassed within one main node: (I) parental views and experiences with cooperation. Careful ethical measures were undertaken to protect the informants’ rights. In the end, implications for researchers and practitioners were presented, to possibly inform a context-specific cyberbullying program in the future.
Methodology, Methods, Research Instruments or Sources UsedQualitative interviewing as a data collection method has been chosen as it is one of the most significant tools to adequately seize the very essence of human experience. It was employed in the study to explore the informants’ experiences on cooperation to overcome cyberbullying. Interviewing is seen as appropriate method in the cases when the studied phenomena cannot be observed or replicated by the researcher (Leavy, 2020; Merriam, 2016). A semi-structured interview guide has been devised to direct the conversation, ensuring that the informants were allowed to subjectively manifest their personal experiences with cooperation to overcome cyberbullying. The four main topics included (1) definition of cyberbullying, (2) the bullying, (3) intervention and (4) prevention. Without compromising the confidentiality and comfort of the informants, the interviews were conducted at the location and time at the informants’ choice. The interviews lasted between 25 minutes to 1 hour and 37 minutes.
Data analysis was facilitated using qualitative data software NVivo. The interviews were transcribed verbatim and uploaded into the software, then analyzed. Data analysis followed the thematic analysis framework by Braun and Clarke (2006, 2019, 2022, 2023), which involve six stages: (1) familiarizing oneself with the data, (2) creating codes, (3) generating themes, (4) reviewing potential themes, (5) defining and naming themes, and (6) producing the report. The coding process was further divided into three phases, as described in Corbin (2008): (1) open coding, (2) axial coding and (3) selective coding. The data analysis process was inductive, where the main motivation behind choosing it was to allow for an open-minded engagement with the data, and allowing the data define the possible codes and themes, allowing the researcher to take an active role in the meaning extraction. Reflexive thematic analysis facilitates just that, with themes emerging after considerable immersion and explorative analysis. The data collection and analysis were iterative processes, conducted until meaning saturation was reached.
Conclusions, Expected Outcomes or FindingsThis study adds to the scarce evidence on stakeholder cooperation from the parental point of view to combat cyberbullying in the educational context. Efforts against cyberbullying should build on the available evidence on traditional bullying, as these two froms of aggression are often related. The parental needs vary regarding the support the need to face the cyberbullying, and they should be taken care of accordingly. Thus, family-oriented practices are vital. The various stakeholders should aim at identifying these needs of parents, which may facilitate earlier and better professional support. The joint responsibility of raising children and the need for cooperation should be emphasized, also in the pre-service education for professionals working with children and adolescents. The children and their caregivers must be provided with channels for reporting cyberbullying in a safe, anonymous and convenient manner.
ReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V., & Clarke, V. (2022). Thematic Analysis. A Practical Guide. Sage Publications Ltd.
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
Corbin, J. M. (2008). Basics of qualitative research : techniques and procedures for developing grounded theory (3rd ed.). Sage.
Drugli, M. B., & Nordahl, T. (2016). Forskningsartikkel: Samarbeidet mellom hjem og skole. En oppsummering av aktuell kunnskap om hva som skaper et godt samarbeid mellom hjem og skole. https://www.udir.no/kvalitet-og-kompetanse/samarbeid/samarbeid-mellom-hjem-og-skole/samarbeidet-mellom-hjem-og-skole/
Epstein, J. L. (2010). School/Family/Community Partnerships: Caring for the Children We Share. Phi Delta Kappa International, 92. https://doi.org/10.1177/003172171009200326
Glavin, K. (2013). Tverrfaglig samarbeid i praksis : til beste for barn og unge i kommune-Norge [Interdisciplinary Collaboration in Practice: For the Good of Children and Young People in Municipal Norway] (3. utg. ed.). Kommuneforl.
Kim, E. M., & Sheridan, S. M. (2015). Foundational Aspects of Family-School Connections: Definitions, Conceptual Frameworks, and Research Needa. In E. M. Kim & S. M. Sheridan (Eds.), Foundational Aspects of Family-School Partnership Research. Springer International Publishing.
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying. Bullying in the Digital Age. Wiley-Blackwell.
Leavy, P. (Ed.). (2020). The Oxford Handbook of Qualitative Research. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190847388.001.0001.
Merriam, S. B. (2016). Qualitative research : a guide to design and implementation (E. J. Tisdell, Ed. Fourth edition. ed.). Jossey-Bass, a Wiley Brand.
Utdanningsdirektoratet. (2024). Elevundersøkelsen - resultater. https://www.udir.no/tall-og-forskning/statistikk/elevundersokelsen/
14. Communities, Families and Schooling in Educational Research
Paper
AI Technologies in an Age of Uncertainty: Immersive Environments that Foster in Primary School Children a Critical-Creative Relationship with AI
Emanuela Guarcello1, Abele Longo2
1University of Turin, Italy; 2Middlesex University of London, UK
Presenting Author: Guarcello, Emanuela
Topic. In an age "afflicted" by uncertainty (Morin, 2003, 2016, 2020), it is necessary to prepare new generations to manage this condition of precariousness and the challenges it poses (Bauman, 1994) in a realistic, responsible and constructive way. Among the main challenges, the challenge of AI technologies raises the greatest number of uncertainties because it represents, on the one hand, one of the most advanced opportunities for human development and, on the other hand, one of the greatest risks of dehumanization of existence (Floridi, 2014). It is therefore necessary to train new generations at an early stage to critically and creatively manage AI technologies (Authors, 2023) through effective educational experiences, developed in partnership among schools, families and communities. Within the most innovative educational experiences that is taking its first steps in primary school is the immersive experience in virtual educational environments (Clarke, Dede and Dieterle, 2008; Di Natale et al., 2020; Finestrone, Limone and Peconio, 2023).
Research Question. In line with the issues raised by the special call of Network 14, the research question is: What can be learned by children in/from the immersive experience in educational environments of a virtual type, to enable them to create a community capable of critically and creatively managing AI technologies?
Objectives. The research objectives are:
- to explore the ways in which the immersive experience fosters in children;
- the knowledge to manage AI technologies in a critical and creative way;
- competency in judgement;
- to identify an effective educational model to train children in critically and creatively managing AI technologies through immersive experiences.
Theoretical Framework. At the European level, the school’s commitment in recent decades to train new generations to an adequate digital competence (Media Literacy, Data Literacy, Explainability) (Panciroli and Rivoltella, 2023) is relevant. However, as reported by the most recent scientific research (Spiranec, Kos and George 2019; D'Ignazio and Bhargava, 2015; De la Higuera, 2019), this training presents some weaknesses:
- it is focused on the acquisition of technical skills,
- it is mainly implemented in technical-scientific fields (STEM),
- it is carried out especially in secondary schools.
Moreover, scientific research has not yet clearly focused on four further limitations of current European education to Digital Citizenship and Data Literacy in schools (Authors, in press):
- it does not form in a systematic way starting at least from primary school,
- it does not form a critical and realistic awareness not only of the limitations of AI technologies but also of the potential that a responsible use of technologies can have with respect to improving the quality of life,
- it does not propose educational practices that have proved effective for this purpose,
- it does not activate partnership processes among schools, families and communities.
Indeed, studies on the ethics of AI (Floridi, 2022) highlight the need for the human being to be able to critically and responsibly manage AI technologies and therefore be trained in this sense since childhood, through experiences implemented in partnership among school,. In addition, pedagogical studies and research draw attention to the fact that a critical and creative approach to the problem of new technologies cannot be formed through purely informative, notional, cognitive and technical experiences. It must rather be formed through aesthetic experiences. Among the many aesthetic experiences, one is indicated by the most recent studies of techno-aesthetics as particularly interesting: the immersive experience created on themes and with techniques of visual art and used within educational paths of aesthetic type (Diodato, 2022; Pinotti, 2021; Seo, 2011).
Methodology, Methods, Research Instruments or Sources UsedOn the basis of the reconstructed theoretical framework, an exploratory research is taking place over the 2022-2023 and 2023-2024 academic years, through an art-based participatory action-research approach (Barbier, 2007; Leavy, 2017; Sorzio, 2019; 2003; Seppälä, Sarantou, Miettinen, 2021; Stenhouse, 1975), involving about 80 children in the final two years of primary school. The research is led by the University of Turin and conducted in partnership with Middlesex University of London, the LIFE Innovation Lab (University of Turin) and two primary schools near Turin.
The research planning comprises two phases.
Phase 1 (May 2023– January 2024):
- to undertake a first research path with the participating primary school teachers, a Fine Arts researcher (West University of Timişoara), a digital designer and the LIFE Lab researchers in order:
- to share and reflect on the issue under examination,
- to discuss the images, elements and informatic structure for creating the immersive aesthetic experience,
- to design the entire training activity to be implemented with the children, in partnership with families and communities,
- to create a protocol for the evaluation of the results and the training process.
Phase 2 ( February – October 2024):
- to implement the immersive experience with the children (9-11 y.o.) within the LIFE Lab,
- to evaluate the formative results and process,
- to present the formative path to the community during the European Researchers' Night in Turin (September 2024), actively involving the children's families and citizens in the immersive experience, under the guide of the school children,
- to disseminate the research findings in academic and scholastic communities, involving children as speakers and their families as participants in an international Conference.
In order to collect, analyse and discuss the data needed for establishing the reaching of the objectives, the following analysis and research instruments will be used (Efrat Efron, Ravid, 2019):
- a content analysis of the pre and post qualitative questionnaires filled by the children on the formative topic (Ammuner, 1998; Beed, Stimson, 1985), before and after the formative experience,
- a quantitative and content analysis of the pre and post quali-quantitative questionnaires filled by the children on the cognitive bias about the AI technologies,
- a hermeneutic analysis of the dialogues (among children-teachers-researchers) recorded during the formative activities (Betti, 1987; Kvale, 1996),
- a content analysis of in-depth interviews with the participating teachers conducted after the formative experience (Brown, Danaher 2019; Souliotis, 2022).
Conclusions, Expected Outcomes or FindingsAs planned, the first phase of the research (May 2023-January 2024) produced the following outputs:
- the creation of an immersive aesthetic experience to offer to children,
- the design of the overall training path that will be proposed to the classes.
The creation and programming of the immersive aesthetic experience was implemented through partially immersive virtual experiences in 3D artwork, conceived by the research group and created in pictorial form. The subject of the 3D digital artwork is the Pachamama (Earth Mother), considered the symbol par excellence of a responsible and constructive relationship with creation and between creatures (Azeiteiro, Akerman, Leal Filho, 2017; Donna, 2020; Southgate, 2020; Torres, 2019).
The interactive aesthetic mixed reality environment is explored by children through 3D glasses and joysticks. It consists of a mountain relief, wooded spaces, waterfalls, maritime views, fauna elements, technical elements created by humans (swing, square, tattoos drawn on the "hands" and "face" of the Pachamama), within which children experience the relationship between human beings and nature. The immersion in the artwork also enables the entry and exploration within the mountain relief, e.g. in a cave divided into thematic spaces dedicated to meeting some contents related to AI technologies and their critical and creative management.
The second research phase (February-May 2024) will allow us to explore the knowledges and competences in judgment fostered in children by the immersive experience, for managing in a critical and creative way the AI technologies; to identify an effective formative model for training children in managing in a critical and creative way the AI technologies through immersive experiences. All these findings will be collected and analysed after the end of the formative path (from June to July 2024) and presented during the EERA/ECER Conference.
ReferencesAuthors (2023). Child-aits relationship (c-airɛ). Educating to a reflective and critical relationship with ai technologies in primary school. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 7(1). https://ojs.gsdjournal.it/index.php/gsdj/article/view/820/1095
Authors (in press). School Children and the Challenge of Managing AI Technologies. London: Routledge.
Bauman, Z. (1994). Alone Again. Ethics After Certainty. London: Demos.
Clarke, J., Dede, C., & Dieterle, E. (2008). Emerging Technologies for Collaborative, Mediated, Immersive Learning, in Voogt, J., & Knezek, G. (eds.). International Handbook of Information Technology in Primary and Secondary Education. Volume 20. Boston, MA: Springer, 901–909.
Dewey, J. (1980). Art as Experience. New York, NY: Perigee Books.
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Diodato, R. (2022). Virtual Reality and Aesthetic Experience, Philosophies, 7(2):29. doi: https://doi.org/10.3390/philosophies7020029
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Floridi, L. (2023). The ethics of artificial intelligence. Principles, challenges, and opportunities. Oxford: Oxford University Press.
Leavy, P. (2017). Introduction to arts based research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 3-21). New York: Guilford Press.
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