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Young People in Digital Society pp 175–219Cite as

Palgrave Macmillan

Digital Citizenship

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Part of the book series: Studies in Childhood and Youth ((SCY))

Abstract

By 2013, the Australian Communications and Media Authority (ACMA) was actively promoting the idea of ‘digital citizenship’, via their Cybersmart initiative, as a necessary pillar of a digitally mediated society.

Some text in this chapter appeared in the chapter Third, A. and Collin, P. (2016). ‘Rethinking (Children’s and Young People’s) Citizenship Through Dialogues on Digital Practice’. In A. McCosker, S. Vivienne and A. Johns (eds.), Negotiating Digital Citizenship: Control, Contest and Culture, 41–60. London and New York: Rowman & Littlefield International.

It is reproduced here with permission of Rowman and Littlefield International Limited through PLSclear.

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Notes

  1. 1.

    Cybersmart is a suite of online safety resources originally developed by the ACMA, and now housed by the Office of the eSafety Commissioner. See OeC (n.d.a).

  2. 2.

    Here, we draw on Butler’s definition of performativity as the ‘reiterative power of discourse to produce the phenomena that it regulates and constrains’ (1993, 2). For Butler, performativity achieves naturalized authority and secures the subject’s complicity with normative ideals over time, through ‘repetition and… ritual’ (1990, xv). For Butler, then, ‘the critical task is… to affirm the local possibilities of intervention through participating in precisely those practices of repetition that constitute identity and, therefore, present the immanent possibility of contesting them’ (1990, 189, emphasis added).

  3. 3.

    The methodology for the online discussion forum is elaborated later in this chapter. The authors wish to thank Jess Strider for her support in collecting and analysing the data from these online forum discussions, and assisting in writing up the results for presentation to the Technology and Wellbeing Roundtable. We also thank Ingrid Richardson for her contributions to the design of the online forum discussion, and for her comments on the report that was presented to the Roundtable.

  4. 4.

    Chen and Walsh (2010) argue that the same may be said of citizens in general.

  5. 5.

    One prominent exception to this is Australia’s ‘youth-driven movement against cyberbullying’, Project Rockit. See Project Rockit (n.d.).

  6. 6.

    In 2017, under the leadership of the newly appointed, second Australian eSafety Commissioner, Ms. Julie Inman Grant, an amendment to the parliamentary act renamed the OCeC as the Office of the eSafety Commissioner (OeC) and expanded its remit beyond children to address the online safety of the general Australian population. Since then, the OeC has expanded its online safety support to, in particular, both senior Australians and women. However, since 2013, its digital citizenship offerings have remained substantively the same, with tweaks to the language used following a round of consultation with a diverse sample of the Australian public (see ACMA 2013).

  7. 7.

    The Office of the eSafety Commissioner (OeC) recommends, ‘when you are online: respect the rights of others to participate and have an opinion; ask before tagging other people or posting photos; report offensive or illegal content; stand up and speak out about cyberbullying – protect your friends; don’t respond to hurtful or nasty comments – block and report cyberbullying; speak to your parents or trusted adult about upsetting online experiences; report threats of violence to the police (collect the evidence to show them)’ (OeC n.d.e).

  8. 8.

    The OeC recommends, ‘[w]hen you are online: learn how new skills will help you explore the online world; recognise online risks and how to manage them; look out for suspicious emails and scams; use secure websites for financial and retail services; keep passwords secret, strong and unique; know how to report bullying behaviour on social media sites’ (OeC n.d.f).

  9. 9.

    The research team thanks Ms. Cheryl Mangan for her support in recruiting for the study.

  10. 10.

    Nevertheless, because of their age, only two of the participants had voted in the 2010 Australian federal elections. The research team did not collect information about participants’ engagement in Australian state elections.

  11. 11.

    Another possible influence on this thinking is, for example, global citizenship education. See UNESCO (2019).

  12. 12.

    Here, we use globalism to refer to the discursive dimensions of globalization.

  13. 13.

    In Australia, the legal voting age is 18.

  14. 14.

    In distinguishing between ‘every’ scene and ‘any’ scene, we take our inspiration from Thomas Keenan’s lectures, ‘Claiming Human Rights’, delivered for the Thinking Out Loud lecture series in 2016.

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Authors and Affiliations

  1. Western Sydney University, Sydney, NSW, Australia

    Amanda Third

  2. University of Western Sydney, Sydney, Australia

    Philippa Collin

  3. Monash University, Melbourne, VIC, Australia

    Lucas Walsh

  4. Deakin University, Melbourne, VIC, Australia

    Rosalyn Black

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Third, A., Collin, P., Walsh, L., Black, R. (2019). Digital Citizenship. In: Young People in Digital Society. Studies in Childhood and Youth. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57369-8_5

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