Abstract
In August 2007, the Australian federal government released the NetAlert filters, the result of an $84 million dollar investment to produce a downloadable software package—colloquially known as the ‘internet porn filter’—that families across the nation could instal on their devices and home computers to minimize the likelihood that children would encounter inappropriate content online. Three days later, 16-year-old high-school student, Tom Wood, famously cracked the filter, in under 30 minutes and with just ‘several clicks’, leaving the software’s icon in the toolbar to fool his parents that the filter was still operating (AAP 2007). In the media frenzy that followed, Wood characterized the software as ‘completely useless’ (ABC 2007) and ‘a horrible waste of money’ (AAP 2007). Indeed, media coverage roundly declared the filter, much to the glee of its opponents, ‘useless’ (ABC 2007) and a total failure, giving lie to ‘the Howard Government’s pre-election pledge to Australian families to protect their youngsters from exposure to inappropriate internet content’ (Nguyen 2007).
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Notes
- 1.
In 2007, Wood was invited to speak at the National Cyberian Embassy and National Coalition Against Bullying conferences in Victoria and, via weblink, the NetSafe conference in New Zealand.
- 2.
Taking Stuart Hall’s lead, Hebdige explains recuperation as the process by which threats are ‘returned… to the place where common sense would have them fit’ (Hebdige 1979/1998, 94).
- 3.
- 4.
Key federal government departments tasked with ensuring the online safety of Australians include the Australian Government’s Department of Communications, the Department of Education and Training, the Department of the Prime Minister and Cabinet, the Department of Home Affairs and the Department of Social Services. For example, the Department of Education and Training was responsible for the Safe Schools Framework, which contained key modules on online safety, and the Department of Home Affairs has oversight of the national 2016 Cyber Security Strategy and Action Plan (see Department of Home Affairs 2019a) and works with the Australian Cyber Security Centre and the Department of Foreign Affairs and Trade on cybersecurity issues (see Department of Home Affairs 2019b).
- 5.
Positive news stories about young people’s technology practices occasionally make headlines. Such stories tend to focus on young people’s use of technology for civic engagement and social change or on the positive impacts of technology on learning outcomes in conventional education settings. For example, articles identified in our Factiva search highlight examples of how schools handle cybersafety well; describe the positive uptake of technology in the classroom; or describe how schools are partnering with other organizations to deliver technology education to teachers and school communities. In other stories with a focus on education, technology is portrayed as beneficial for reigniting students’ interest in certain subjects (e.g. science), or for supporting young people who are indigenous or living with disabilities to engage in education. There is an increasing prominence of discussions about new apps that support positive mental health or a range of health issues, with some articles reporting that technology has positive effects for both young people and older generations. Some news articles discuss how social media can be mobilized to address suicide, particularly in relation to enhanced opportunities for help-seeking and timely access to information.
- 6.
Of course, it must be acknowledged that technology platforms and products are designed to capture and sustain users’ attention and that young people need to be taught to navigate technology’s seductions. But, at the same time, research shows that, in a world in which young people’s opportunities for socializing with each other are increasingly restricted, addiction to technology may, in fact, simply be attempts to connect meaningfully with their peers (boyd 2014a, 18).
- 7.
As we discuss in Chap. 6, the term digital citizenship is often used synonymously with online safety.
- 8.
- 9.
See also the Exposed video and teaching resources developed in the United Kingdom.
- 10.
The call for balanced approaches is gaining momentum in research and debates in the global North (e.g. EU Kids Online; Young and Well Cooperative Research Centre). In the global South, this idea has begun to gain traction (see, for example, UNESCO 2014), but it is far from widespread (Third 2016). Recently, child rights approaches to research, policy and practice have begun to find support amongst those working to maximize opportunities for children and young people online because they provide a mechanism for balancing provision, protection and participation (see Livingstone and Third 2017).
- 11.
The research team acknowledges Sherene Idriss for providing research assistance to this study and conducting the workshops with diverse young people in Western Sydney.
- 12.
While our sample was socioeconomically and culturally diverse, only eight boys participated in this study, as opposed to 25 girls. Because we did not achieve gender balance, we do not draw comparisons on the basis of gender in our analysis.
- 13.
Located 25 kilometres west of the Sydney CBD, Western Sydney’s nominal centre, Parramatta, boasts population growth of 2.5% per annum, which is double the rate of the State of New South Wales (City of Parramatta 2019).
- 14.
Residents of Greater Western Sydney come from over 170 countries and speak over 100 languages. Thirty-five percent of Western Sydney residents were born overseas. Greater Western Sydney also has the largest single indigenous community in Australia (Western Sydney University n.d.)
- 15.
Just over 40% of Western Sydney residents are under the age of 18 (The Centre for Western Sydney 2016).
- 16.
Stories and focus group transcripts were coded and analysed by the research team using the techniques of thematic, textual and discourse analyses. Two team members analysed each of the focus group transcripts, and all of the team members analysed the entire corpus of stories produced by participants. The research team then met to identify the key findings and cross-check their interpretations.
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Third, A., Collin, P., Walsh, L., Black, R. (2019). Online Safety. In: Young People in Digital Society. Studies in Childhood and Youth. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57369-8_3
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