2020
At a Glance
Section titled âAt a Glanceâ| Metadata | Details |
|---|---|
| Publication Date | 2021-12-13 |
| Journal | Surveillance & Society |
| Authors | Sacha Molitorisz |
| Institutions | University of Technology Sydney |
| Citations | 3 |
| Analysis | Full AI Review Included |
Executive Summary
Section titled âExecutive Summaryâ- Core Focus: Exploration of the philosophical and jurisprudential challenges of privacy (networked, collective, relational) within a speculative, post-dystopian future society.
- Setting: A classroom environment post-2030s, following a âdata pandemicâ and a societal âreset,â where advanced surveillance technologies are historical context.
- Key Fictional Technology: Use of whole-wall âteachscreensâ and âV-roomsâ (virtual reality specs) for immersive history education, specifically simulating the year 2020.
- Social Governance Mechanism: The current system uses âRelational Creditsâ (RCs) as a reward-only mechanism, contrasting sharply with the abandoned punitive âGlobal Social Credit Schemeâ (GSCS).
- Pedagogical Method: The teacher (Win) employs simulated data erasure (RC cancellation) and fictional legal exemptions (âteachersâ exemptionâ) to provoke critical discussion on privacy rights and legal frameworks.
- Legal Frameworks: The narrative highlights key post-pandemic legislation: the Data Exploitation Act, the Relational Privacy Protection Act, and the Data Dignity Act.
- Thematic Conclusion: Privacy is presented as a non-binary, subtle concept, analogous to gender fluidity, requiring protection not just by law but by collective understanding and trust.
Technical Specifications
Section titled âTechnical Specificationsâ| Parameter | Value | Unit | Context |
|---|---|---|---|
| Teachscreen Time Display | 13:13 | Time (HH:MM) | Time shown at the start of the class |
| Student Age (Ari) | 14 | Years | Age of the primary student protagonist |
| Class Size | 25 | Students | Total number of children in the classroom |
| History Simulation Target | 2020 | Year | Module chosen for V-room immersion |
| Simulation Duration | 20 | Minutes | Time allocated for the virtual reality exercise |
| Homework Requirement | 600 | Words | Length of the required report on privacy laws |
| Personal Device Security | Facepass | Biometric | Protection method for Winâs personal device (PD) |
| Surveillance System (Current) | RCs | Credits | Relational Credit Scheme (reward-based) |
| Surveillance System (Historical) | GSCS | Scheme | Global Social Credit Scheme (punitive, pre-reset) |
Key Methodologies
Section titled âKey Methodologiesâ- Virtual Reality Pedagogy (V-rooms): Students engage in history lessons by wearing V-rooms (virtual specs) to access âreconstructed realityâ modules (e.g., the 2020 module) for immersive learning.
- Interactive Display Interface: The teacher utilizes a whole-wall âteachscreenâ navigated via âair-typingâ and âair-tappingâ hand movements to access and display student data (Relational Credits, family links).
- Simulated Data Manipulation: A core teaching method involved the teacher pretending to use a âteachersâ exemptionâ to erase studentsâ parentsâ Relational Credits, demonstrating the power dynamics inherent in data control.
- Biometric Device Security: Personal Devices (PDs) rely on âfacepassâ protection. The narrative highlights the vulnerability of this system if the facelock is temporarily disabled.
- Historical Data Aggregation (GSCS): The abandoned Global Social Credit Scheme (GSCS) methodology involved compiling âevery data pointâ about individuals, friends, and families into a âsingle databaseâ to generate trustworthiness scores.
Commercial Applications
Section titled âCommercial Applicationsâ(Note: Applications are derived from the fictional technologies and societal structures described in the text.)
- Advanced Educational Systems: Development and deployment of immersive virtual reality teaching tools (V-rooms) and large-scale interactive display technology (teachscreens) for history and social studies curricula.
- Digital Identity and Data Governance: Implementation of sophisticated legal frameworks (e.g., Data Exploitation Act, Data Dignity Act) requiring robust compliance and auditing services for personal data management.
- Social Credit and Incentive Platforms: Design and maintenance of non-punitive, reward-based social systems (Relational Credit Scheme) for managing civic engagement and societal behavior.
- Biometric Security and Forensics: Development of âfacepassâ authentication for personal devices (PDs) and specialized IT services for forensic analysis (âsweep her PD for eye-accessâ) to detect unauthorized data viewing.
- Fluid Rights and Advocacy Platforms: Support for social movements and infrastructure related to âfluid rights protests,â emphasizing non-binary identity recognition and protection in digital spaces.
View Original Abstract
In this imagined future, a jaded and anxious history teacher takes her fourteen-year-old students on a virtual visit back to 2020. Along the way, 1984 keeps surfacing. The references are both explicit and implicit: the protagonistâs name is Win and her off-stage other half is Julia; the first and last lines are a play on Orwellâs oft-cited opening sentence; and Ari is a fan of David Bowieâs 1984-themed Diamond Dogs album. But whereas Orwell (and Bowie) saw a dystopian future devoid of privacy, Win, Ari, and Jay inhabit a world where Orwellâs vision isnât an imagined future but a nightmarish past. As a result, however, they have to struggle with issues of trust and vulnerability.