title: From safeguarding to critical digital citizenship? A systematic review of approaches to online safety education

authors: Estellés, Marta

abstract: Over the last two decades, online safety education has emerged as a new field of research focusing on concerns about a myriad of cyber risks. These risks range from online sexual exploitation through to the reproduction of social inequalities. The main assumption underlying this field is that online risks can be mitigated via educational interventions, and significant discrepancies can be observed between the proposed approaches to online safety education. In this article, we develop an analytical model based on prevalent concepts of digital citizenship and narratives of technologies to identify four different approaches to online safety education in the academic literature; that is, safeguarding, equipping, empowering and resisting. Each of these approaches draws on different assumptions on what constitutes as ‘online risk’ and ‘digital education’. Through a systematic literature review, we analyse 75 journal articles and examine the approaches to online safety education that these studies adopt. Our analysis reveals a dominance of approaches that adopt limited concepts of digital citizenship and acritical views of technology.
Context and implications. This article provides an analytical framework that transposes concepts of digital citizenship with narratives of technology. This framework is used to identify approaches towards online safety education in the literature.
The review found a problematic dominance of acritical views of digital citizenship and technology, which overlook the socio‐political contexts and implications of online safety education.
As this framework considers a broader and more politically situated range of online risks (from cyberbullying and digital exclusion through to discriminatory design and the tyranny of algorithms) and educational solutions (i.e., safeguarding, equipping, empowering and resisting), it serves to enrich current debates about ‘digital risks’ and has the potential to assist policymakers, researchers and educators to make critically informed decisions regarding online safety education.

text: From safeguarding to critical digital citizenship? A systematic review of approaches to online safety education Over the last two decades, online safety education has emerged as a new field of research focusing on concerns about a myriad of cyber risks. These risks range from online sexual exploitation through to the reproduction of social inequalities. The main assumption underlying this field is that online risks can be mitigated via educational interventions, and significant discrepancies can be observed between the proposed approaches to online safety education. In this article, we develop an analytical model based on prevalent concepts of digital citizenship and narratives of technologies to identify four different approaches to online safety education in the academic literature; that is, safeguarding, equipping, empowering and resisting. Each of these approaches draws on different assumptions on what constitutes as ‘online risk’ and ‘digital education’. Through a systematic literature review, we analyse 75 journal articles and examine the approaches to online safety education that these studies adopt. Our analysis reveals a dominance of approaches that adopt limited concepts of digital citizenship and acritical views of technology.
Context and implications. This article provides an analytical framework that transposes concepts of digital citizenship with narratives of technology. This framework is used to identify approaches towards online safety education in the literature.
The review found a problematic dominance of acritical views of digital citizenship and technology, which overlook the socio‐political contexts and implications of online safety education.
As this framework considers a broader and more politically situated range of online risks (from cyberbullying and digital exclusion through to discriminatory design and the tyranny of algorithms) and educational solutions (i.e., safeguarding, equipping, empowering and resisting), it serves to enrich current debates about ‘digital risks’ and has the potential to assist policymakers, researchers and educators to make critically informed decisions regarding online safety education.

year: 2025

title: Effect of accelerated weathering on physico-mechanical properties of polylactide bio-composites

authors: Sawpan, Moyeenuddin Ahmad

subjects: Science & Technology

abstract: In this work, injection moulded hemp fibre reinforced polylactide bio-composites of different fibre contents (0, 10, 20 and 30 wt%) were subjected to accelerated weathering of 12 h cyclic exposures of UV-light at 60 °C, water spray and condensation at 50 °C for 8, 16, 32, 48 and 64 cycles to study the changes in properties such as crystallinity, tensile, flexural, plane-strain fracture toughness (KIc) and strain energy release rate (GIc). The crystallinity of neat polylactide (PLA) was found to increase up to 50.6% after 64 cycles, whereas the crystallinity of composites of different fibre contents was found to increase in the range of 30.6 to 34.5% for 8 to 64 cycles. The overall mechanical properties (tensile, flexural, KIc and GIc) of the composites decreased as the number of cycles increased from 8 to 64. The crystallinity and the residual tensile strength, tensile modulus, tensile strain, KIc and GIc of the composites of 20 wt% fibres were found to be the highest after 64 cycles. In contrast, the residual flexural strength and flexural modulus of the composites of 30 wt% fibres were found to be the maximum after 64 cycles. Absorption of water, destruction of fibre integrity, degradation of PLA matrix, formation of cracks and pores were found to be the main causes of reduction in the mechanical properties of PLA bio-composites.

text: Effect of accelerated weathering on physico-mechanical properties of polylactide bio-composites In this work, injection moulded hemp fibre reinforced polylactide bio-composites of different fibre contents (0, 10, 20 and 30 wt%) were subjected to accelerated weathering of 12 h cyclic exposures of UV-light at 60 °C, water spray and condensation at 50 °C for 8, 16, 32, 48 and 64 cycles to study the changes in properties such as crystallinity, tensile, flexural, plane-strain fracture toughness (KIc) and strain energy release rate (GIc). The crystallinity of neat polylactide (PLA) was found to increase up to 50.6% after 64 cycles, whereas the crystallinity of composites of different fibre contents was found to increase in the range of 30.6 to 34.5% for 8 to 64 cycles. The overall mechanical properties (tensile, flexural, KIc and GIc) of the composites decreased as the number of cycles increased from 8 to 64. The crystallinity and the residual tensile strength, tensile modulus, tensile strain, KIc and GIc of the composites of 20 wt% fibres were found to be the highest after 64 cycles. In contrast, the residual flexural strength and flexural modulus of the composites of 30 wt% fibres were found to be the maximum after 64 cycles. Absorption of water, destruction of fibre integrity, degradation of PLA matrix, formation of cracks and pores were found to be the main causes of reduction in the mechanical properties of PLA bio-composites.

year: 2019

title: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

authors: Bishop, Russell

subjects: Effective teaching profile

abstract: The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

text: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

year: 2009