Book contents
- Frontmatter
- Contents
- List of tables and figures
- Acknowledgements
- Notes on contributors
- one Theoretical framework for children's internet use
- two Methodological framework: the EU Kids Online project
- three Cognitive interviewing and responses to EU Kids Online survey questions
- four Which children are fully online?
- five Varieties of access and use
- six Online opportunities
- seven Digital skills in the context of media literacy
- eight Between public and private: privacy in social networking sites
- nine Experimenting with the self online: a risky opportunity
- ten Young Europeans’ online environments: a typology of user practices
- eleven Bullying
- twelve ‘Sexting’: the exchange of sexual messages online among European youth
- thirteen Pornography
- fourteen Meeting new contacts online
- fifteen Excessive internet use among European children
- sixteen Coping and resilience: children's responses to online risks
- seventeen Agents of mediation and sources of safety awareness: a comparative overview
- eighteen The effectiveness of parental mediation
- nineteen Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online
- twenty Understanding digital inequality: the interplay between parental socialisation and children's development
- twenty-one Similarities and differences across Europe
- twenty-two Mobile access: different users, different risks, different consequences?
- twenty-three Explaining vulnerability to risk and harm
- twenty-four Relating online practices, negative experiences and coping strategies
- twenty-five Towards a general model of determinants of risk and safety
- twenty-six Policy implications and recommendations: now what?
- Appendix Key variables used in EU Kids Online analyses
- Index
thirteen - Pornography
Published online by Cambridge University Press: 07 September 2022
- Frontmatter
- Contents
- List of tables and figures
- Acknowledgements
- Notes on contributors
- one Theoretical framework for children's internet use
- two Methodological framework: the EU Kids Online project
- three Cognitive interviewing and responses to EU Kids Online survey questions
- four Which children are fully online?
- five Varieties of access and use
- six Online opportunities
- seven Digital skills in the context of media literacy
- eight Between public and private: privacy in social networking sites
- nine Experimenting with the self online: a risky opportunity
- ten Young Europeans’ online environments: a typology of user practices
- eleven Bullying
- twelve ‘Sexting’: the exchange of sexual messages online among European youth
- thirteen Pornography
- fourteen Meeting new contacts online
- fifteen Excessive internet use among European children
- sixteen Coping and resilience: children's responses to online risks
- seventeen Agents of mediation and sources of safety awareness: a comparative overview
- eighteen The effectiveness of parental mediation
- nineteen Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online
- twenty Understanding digital inequality: the interplay between parental socialisation and children's development
- twenty-one Similarities and differences across Europe
- twenty-two Mobile access: different users, different risks, different consequences?
- twenty-three Explaining vulnerability to risk and harm
- twenty-four Relating online practices, negative experiences and coping strategies
- twenty-five Towards a general model of determinants of risk and safety
- twenty-six Policy implications and recommendations: now what?
- Appendix Key variables used in EU Kids Online analyses
- Index
Summary
Harm, childhood and appropriate media content: an ongoing debate
We live in an era of contested conceptualisations of childhood. On the one hand, the commercial imperative of contemporary capitalism has expanded into marketing for and to children. On the other hand, the predominant view of childhood as a natural, universal and biologically inherent period of human development, imagined as an age of innocence where the child is vulnerable to the threat of deviant sexuality, means that we experience a nervous dialectic in which children are held to be ‘naturally’ innocent yet, at the same time, implicated in dangerous sexuality. This means that rather than seeing them as humans going through a complex and contradictory maturation process, we posit children as inherently pure, yet easily corrupted by exposure to explicit image material (Kleinhans, 2004, p 72).
However, the assumed harmful influence of pornography on children goes back to a long and still ongoing tradition of media effects, and has been exacerbated with the advent and unprecedented proliferation of online pornography. Children need to be protected from harmful content, which includes pornographic content. We live, the argument goes, in a culture saturated and depraved by uncontrolled sexuality, in which childhood innocence is debauched by media and consumer culture within which the availability of sexual information to children is rarely treated as positive. Alongside a growing acceptance that young viewers interpret pornography in complex ways and claims that media ‘effects’ are simplistic and overly deterministic – especially when pornography is also seen as having desirable effects, as in the case of challenging restrictive sexual norms and offering positive expressions of non-heterosexual sexualities – there is a need to be cautious about the harmful effects associated with pornography (Flood, 2007). The ubiquity of children's encounters with internet pornography has been discussed by various researchers and institutions, in different national contexts (Freeman-Longo, 2000; Kaiser Family Foundation, 2001; Thornburgh and Lin, 2002; NetRatings Australia, 2005; McKee et al, 2008; Ey and Cupit, 2011; among others).
There is a grey area on the public agenda that covers child sexuality and child pornography, which are, however, separate issues.
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- Children, Risk and Safety on the InternetResearch and Policy Challenges in Comparative Perspective, pp. 165 - 176Publisher: Bristol University PressPrint publication year: 2012