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In the previous section, it is noted that privacy is interwoven with freedom of expression and freedom of information and together affect our personal development. Thinking more widely, these together affect not only us as individuals but also as individuals who are indistinguishably connected to our families, communities, nations and the world. UNESCO uses the concept of global citizens to explain our social obligation to those around us whether near or far away. See more about freedom of expression and freedom of information in Module 1 and Module 2. Also see more about global citizenship in Module 5. This section focuses more on explaining how privacy can enable or endanger one’s freedom of expression or access to information.

Almost 20 years ago, some authors mooted "the death of privacy"* arguing that the rapid and exponential advances in technology will mean that people will progressively have less and less control over information about themselves and family. One might ask what does this have to do with freedom of expression? Consider for a moment that you would like to freely express yourself on the Internet about a social issue but would like to do this anonymously to avoid being victimized. Without the assurances of the integrity of data protection mechanisms, you might choose to self-censor, meaning not to express yourself at all on this matter because you are concerned that this information can be traced back to you. This scenario is a reality for many persons including investigative journalists or whistle blowers in cases where it is necessary to remain anonymous.

Organizations like Transparency International exist to promote accountability and to eradicate corruption in government, the private sector and non-governmental organizations and others. Transparency International is one example of a global network with chapters in over 100 countries. There are other related networks. Promoting transparency is necessary to achieve fairness, justice and equality for all. This also requires a certain level of openness in respect to information that is shared with the public. Actors in various organizations, government and private entities can often hide behind the veil of privacy. International standards and laws draw the line as to where privacy begins or ends in connection with those whose actions affect others, positively or negatively, and the public in general. Transparency is not only related to institutions. The concept of ‘personal transparency’ or ethics is also proposed. The idea is that truth and trust must first exist within individuals such that widescale moral behaviour will influence institutional standards and intolerance towards corrupt practices. At the same time, there is an argument that emphasizes privacy for the powerless and transparency for the powerful.

*Privacy, free expression and transparency: Redefining their new boundaries in the digital age. UNESO series on Internet Freedom. Cannataci, Joseph A., Bo Zhao, Torres Vives, Gemma, Monteleone, Shara, Bonnici, Jeanne Mifsud, Moyakine, Evgeni (2016).

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested activities below and others that you may formulate.

• Discuss the 17 Sustainable Development Goals. Guide learners to ask questions like: How do these relate to me personally, especially in terms of my privacy and autonomy? How do you think they relate to your family and friends? Do you think these goals can actually be achieved? What personal contribution can you make to advance certain SDGs? What contribution do you think you could make through groups? Ask yourself the questions, which one of the SDGs do you think you can do nothing to contribute to? Why do you think this is so? Educators should guide learners into different ways that they can contribute and act, whether this is related to their personal privacy or not.
• Go to the official UN website which contains information about and data to monitor the SDGs - 
• This platform provides access to data compiled about the progress towards achieving the SDGs. Guide learners to look deeper into the indicators that are connected to the different goals. Teach them how to navigate the database. Learners should select at least one goal that they think connects to them personally and one goal that connects to their community. They should extract the indicators connected to these two goals and do a basic research on the type of data that exists in their country or community about what is being done by stakeholders in their community or country to advance the SDGs of their choice. Ask questions such as: How is my personal data connected to these SDGs indicators? How could information about members of my community connect to these SDGs indicators? Can the data about these chosen SDGs that have been found in government or private entities in my community or country be traced back to particular groups of people? Are these groups of people benefitting or being victimized as a result of these data? Discuss how data can be anonymized and have “noise” added to it that helps protect individual or group identity and autonomy.
• Guide the group of learners to execute a search about themselves using various search engines such as Google, Yandex, Baidu, DuckDuckGo, Bing, etc. Ask the learners to share some of the information that they find. They should share whether they were surprised about some of the information. Also ask them to compare the information they find about themselves on different search engines. What is different? What is the same? Guide the learners to critically discuss the implications of the type of data that different search engines have about them and how this affects the results of the different search.
• Debate who owns the data collected about you, and whether ‘data portability’ is enabled or prevented by the online services you use - meaning if you can withdraw your data records and take them elsewhere outside of the ‘walled gardens’ in which they are currently held.
• Organize a debate about “The Balancing Act: commercial entities and our privacy vs. privacy and development”. Have as a basis of the debate questions such are media, the Internet and technological hardware and software companies existing only for commercial purposes or do they also have economic, social and cultural benefits to citizens that are indispensable for achieving the SDGs?
• Identify an association that promotes transparency or fights corruption in your community or internationally. Ask learners if they were aware of this organization before. Have a short discussion about what this organization does, focus on the collaborative nature of its strategy, ask questions like how you think the actions of Transparency International relate to the learner’s local realities. Discuss the statement - 'Government and public officials have a right to their privacy.'
• Discuss the question: To what extent should actors of private sector organizations who sell product and services to the public be protected under privacy laws?
• Search for the latest three reports of the United Nations Special Rapporteur on Privacy. Divide learners into three groups. Guide each group to the section on recommendations in each report. Guide them on ways to investigate if these selected recommendations are being implemented in their countries. Are there recommendations related to MIL or enhancing the capacities of citizens about privacy? How do the recommendations relate to empowering people with MIL competencies? Organize a discussion. What are some trends observed across each set of recommendations in each report? What are the implications for me and my community?
• Guide learners in groups to develop posters or infographics around the connection between privacy, freedom of expression and access to information. Each group should do a 10-minute presentation using the poster. Guide a discussion focusing on implications for individuals, groups, institutions, private sector, and governments.
• Guide learners to search YouTube or online video repository for learning resources on privacy and MIL. Guide them as to what to look for to confirm that the video content is trustworthy. Encourage learners to share validated video with their networks on social media.
• Organize a learning activity using the social media MIL learning initiative Search MIL CLICKS for micro- learning content on privacy. Use this in teaching and learning.