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5.1 Private sphere areas
1 Private sphere areas
Instructional sequence
Three pictures are placed some distance from one another, symbolising different areas of personal privacy:
- Private: family, best friends, etc. (confidential one-on-one talks)
- Semi-public: the classroom, schoolyard, in a group of people you know, etc.
- Public: on the internet, in the village square, on the street, etc.
The children are given flash cards and discuss the following questions under the teacher's supervision:
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What do these terms mean?
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What are some examples from my own experiences?
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Which term would I assign to which picture?
Here it must be emphasized that no child should be forced to talk about their own experiences (see “Legal terms”).
The cards are to be assigned individually under the teacher's supervision. The cards should not (yet) be affixed as their positions may change in the course of the exercise. One may also use only a selection of the cards with the children, depending on the class, situation and time restraints.
There is also a set of blank cards on which the children themselves can write additional terms during the course of the exercise. A sufficient number of blank cards should always be available.
These cards may be used to replace a printed card with two separate cards which are then placed in different positions. The card "A photo of me", for example, may be replaced with the cards "A photo of me that I like" and "A photo of me that I don't like", so that meaningful differentiations can be made that correspond to the children's specific needs.
Following this sorting exercise, the class should discuss the rights to which every individual is entitled. Using the examples, the teacher can lead a discussion on the following legal terms:
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Copyright
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No one may share photos, images, video or audio recordings that I have made without my consent.
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Right to self-image
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No one may share, publish online, send in a chat, etc. photos bearing my image without my consent.
Likewise, I may not share photos of others, even if they are my friends, unless they have given me their consent.
I may revoke my consent to having my photo shared at any time.
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Personal data
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Personal data includes my name, my age, my birthday, my address, etc.
I am not required to share my personal data with anyone (except with the police).
This data may only be collected and stored when absolutely necessary (for example, so that school authorities know where I live or in which class I belong).
The school may not share this data unless it is legally stipulated that it may (for example to external bodies such as school mental health services).
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Special personal data, particularly data that is sensitive or protected
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This includes information about my religion, my health (or that of family members), my private sphere, my (or my parents') country of origin, the colour of my skin, if my parents are unemployed, any police record.
This information has special protections because others can use it against me (discrimination).
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This discussion should include how children may respond if their rights are violated and where they can turn for help if needed. Here it is especially important that the children be given ample room to make suggestions, and that these are augmented through specific suggestions if needed – for example, to talk to the person, to seek help from an adult, to insist on one's rights (up to and including pressing charges).
Here it should also be discussed that even some adults are not aware of or ignore these rights, for example when they naively publish photos of their children on the internet.
Background knowledge for leading the conversation
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It can be challenging for children to imagine themselves in a situation involving data privacy. It can help to discuss the cards using specific examples to which the children can relate. One can use a specific data card (for example, "What makes me afraid") to ask the class, "How would you feel if this information was read aloud to the entire class?"
Such a question can elicit different responses from child to child. One child may have nothing against publication, while another may find it embarrassing. It is important to recognise the children's differing individual privacy preferences and to encourage them to respect and exercise their right to privacy.
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Some initial pointers should be mentioned when discussing this topic with the children:
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Not all people have good intentions, which is why it is important to guard certain information.
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It is possible to combine several pieces of "non-personal" information to create personal information. For example, if I post a photo of the swimming pool where I like to swim and a photo of my home online, that can provide information about where I am likely to be and which route I might take between those places.
On the foundations for data privacy legislation
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Personal data is a valuable resource worthy of protection. It's not just about being protected from getting massive amounts of targeted advertising. Someone who has a lot of information about me will also be able to manipulate, pursue or malign me.
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Data privacy and protection of one's private sphere are prerequisites for the free expression of opinion, autonomy and ultimately co-existence in a democratic society.