Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school

Michael Birnhack*, Lotem Perry-Hazan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


This article explores the rights consciousness of teachers as agents having a professional obligation to promote students’ rights. The case study comprises Israeli teachers, whose social status is low, in the context of school CCTV surveillance. Based on 55 interviews, the findings revealed three clusters of perceptions: dismissing students’ privacy as a discrete consideration in assessing school surveillance; acknowledging students’ privacy as a discrete consideration; and merging students’ and teachers’ privacy. Almost all teachers considered their own privacy. Our conclusions focus on teachers who had differential rights consciousness and alluded to privacy justifications only when they concerned their own rights.

Original languageEnglish
Article number103302
JournalTeaching and Teacher Education
StatePublished - May 2021


FundersFunder number
Israel Science Foundation448/15


    • Perspective-taking
    • Privacy
    • School surveillance
    • Students’ rights
    • Teachers’ rights consciousness
    • Teachers’ social status


    Dive into the research topics of 'Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school'. Together they form a unique fingerprint.

    Cite this