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Michael Adorjan is an associate professor at the University of Calgary. His research and teaching centers on youth and cyber-risk, drawing from theoretical areas including dramaturgy and social constructionism, surveillance and privacy. Recent publications examine both educator and parent understandings and responses to cyberbullying and other forms of online-mediated conflict and harm and restorative practices in response to cyber-risk. He also publishes on Hong Kong, especially responses to youth crime and public perceptions of police in Hong Kong, and with Rosemary Ricciardelli, is involved in research examining correctional officers in Canada. Rosemary Ricciardelli is a professor (PhD) in the School of Maritime Studies and Research Chair in Safety, Security, and Wellness, at Memorial University of Newfoundland’s Fisheries and Marine Institute. Elected to the Royal Society of Canada, her research centers on evolving understandings of gender, vulnerabilities, risk and experiences and issues within different facets of the criminal justice system and among mariners. She has published vastly in the areas of public safety, criminalized persons and wellness – broadly defined. As a sex and gender researcher, her interests lay in the social health, identity construction and lived experiences of individuals.
'A welcome addition to the sociological literature on children, risk and online technologies, this book provides an in-depth and nuanced look at parents’ understandings, experiences and strategies as mediated by cultural expectations. It will prove valuable to sociologists of technology, youth and family as well as to parents themselves whose voices have been largely absent from the literature on digital parenting.' - Glenda Wall, Professor Emeritus, Sociology, Wilfrid Laurier University 'Adorjan and Ricciardelli bring needed clarity to the growing complexities and contradictions in technoparenting, set within the broader context of an increasingly algorithmic world. Parenting Cyber-Risk actively translates new research and the existing literature into sociologically-grounded guidance for schools and families, while pointing towards the need for future research. Emphasizing a holistic, restorative approach that resists dualistic notions of “online” and “real life,” “victim” and “cyberbully,” the authors work to address the lived risks and experiences of mediated families.' - Nathan Fisk, Assistant Professor, Cyber-security Education, University of South Florida
