Digital Rights, Institutionalised Youths, and Contexts of Inequalities.

Autor/inn/en	Brites, Maria José; Castro, Teresa Sofia
Titel	Digital Rights, Institutionalised Youths, and Contexts of Inequalities.
Quelle	In: Media and Communication, 10 (2022) 4, S. 369-381 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2439
DOI	10.17645/mac.v10i4.5663
Schlagwörter	Jugend; Digitale Medien; Medienkompetenz; Jugend; Kommunikative Kompetenz; Kriminalität; Portugal; Justizvollzugsanstalt; Digitalisierung; Medienkompetenz; Kommunikative Kompetenz; Digitalisierung; Kriminalität; Justizvollzugsanstalt; Jugendlicher; Portugal
Abstract	In this article, we aim to discuss digital rights and media literacy in the context of socio-digital inequalities experienced by institutionalised youths. In the case of these digitally disconnected youths in detention centres, there is evidence of multiple life-course disadvantages that will resonate throughout their future lives. They see their present and future lives deeply challenged by the fast pace of technological innovation and its social impacts while living in environments that we see as digital deserts. The data we bring to the discussion results from the Portuguese participatory project DiCi-Educa. We worked for three years with institutionalised youth on digital media production and critical thinking regarding digital citizenship, participation, and otherness issues. This article is organised around two research questions: What were youths' practices regarding media and digital environments before institutionalisation? How did they discuss these digital environments and their digital rights during the project? Early findings point to (a) the importance of implementing critical methods to help them to think about technologies in diverse daily life contexts, (b) the need to provide venues for institutionalised youth to build critical thinking and communication skills, and (c) the necessity to widen their worldviews and promote positive behaviours.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1