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Their accounts highlight the complex, multifarious relationships of the heterogeneous networks of the technical, the social and the natural that constitute children's everyday lives.mobile phones; children; risk; responsibility doi: 10.5817/CP2013-1-3 This article draws on data from a qualitative study on children’s perceptions of risk and mobile phones (see also Bond, 2010, 2011) to examine how children understand the relationship between risk and mobile phones in their everyday lives.It is rather that, in conditions of modernity, for lay actors as well as for experts in specific fields, thinking in terms of risk and risk assessment is a more or less ever-present exercise, of a partly imponderable character (Giddens, 1991, p. However, in relation to risk society, children are not a central feature in Beck’s individualization discourse. This study, therefore, set out to examine specifically how children themselves view the nature and relationship of mobile phones and risk in their everyday lives and how they reflexively construct their own life biographies. Much recent research on a wide variety of media technologies highlights gender, age and socioeconomic differences in children’s access to, perceptions and use of technologies and these marked divisions are giving rise to further concerns of technological inequalities and potential exclusion (Livingstone et al., 2011; Livingstone, 2009; Ofcom, 2009). 45) draws on Elias’ (1969) civilizing process argument to claim that, as the concept of childhood developed, society began to “collect a rich content of secrets to be kept from the young: secrets about sexual relations, but also about money, about violence, about illness, about death, about social relations”. Such concerns over unsuitable content influence parental behaviour in order to protect children’s innocence. Places and spaces: The historical interaction of technology, home, and privacy.
Based on the accounts of thirty young people in the UK aged between 11 – 17 this study adopts a social constructivist perspective to offer a theoretical framework which explores how children themselves actually use mobile phone technologies and understand and manage risk in their everyday lives.
Children encounter a variety of risks online but, whilst ‘public anxiety focuses on pornography, bullying and stranger danger’, children themselves have other concerns (Livingstone, Haddon, Görzig, & Ólafsson, 2011, p. Local Sociality in young People's mobile Communications: A Korean Case Study.
3) but to date little research has focused on their views and experiences. (2011) observe how Internet use is increasingly individualised and mobile with 33% of children going online via a mobile phone or handheld device.
The mobile phone has become an everyday technology, and Longhurst (2007) contends that the concept of everyday life is significant as there are complex interactions between living spaces and media lives which require research and understanding. Retraditionalizing the mobile: Young people’s sociality and mobile phone use in Seoul, South Korea.
Risk anxiety is central to the social construction of contemporary childhood (Scott, Jackson, & Backett-Milburn, 1998) and this study set out to explore how children understood and managed risk in relation to their mobile phones.