Stockholm
University
Study guide
(Preliminary)
Implementing the UN Convention on the
Rights of the Child
UB113F/UB200B, Full time, First cycle, 15 credits
Spring semester, 2014
January 20 – March 23, 2014
Content:
Basic information
Intended Learning Outcomes
Teaching and Learning Activities
Schedule
Examination and Grading Criteria
Evaluation
Course Literature
Course leader and
examiner
David Payne
Mail: [email protected]
Phone: +46 8 1207 6216
Course administrator
Lorana
Kuruzovic
Mail: [email protected]
Phone : +46 8 1207 6246
Department of Child and Youth Studies
Stockholm University
Dep of Child and Youth Studies
SE- 106 91 Stockholm
Visiting address
Frescati hagväg 24
www.buv.su.se
1
Ph. +46-8-1207 6205
Fax. +46-8-1207 6200
E-mail: [email protected]
Welcome to the course Implementing the UN Convention on the Rights of the Child given by the
Department of Child and Youth Studies at Stockholm University.
Address: Campus Frescati hage, Frescati hagväg 24. Please look at the map in the following link:
(The Department of Child and Youth Studies is marked with ―BUV‖)
http://www.buv.su.se/content/1/c6/02/65/34/BUV_Campuskarta_web.gif
The international office at Stockholm University arranges a special orientation programme the week
before, starting with a special Orientation day on Monday 20th January, 5.30-9.00 pm.. The
Orientation Programme for international students is designed to provide you with practical advice on a
wide range of subjects, such as student e-mail accounts, opening a bank account, student health care,
Swedish language courses, the Student union activities. It also aims to provide you with the
opportunity to meet new people and settle into your life here. For more details about the orientation
week, please see http://www.su.se/english/study/student-services/2.324/2.30756/orientation-day1.128141
The course starts on Tuesday, January 21st, between 10 and 12pm in room 123 at the Department
of Child and Youth Studies. Address: Frescati hagväg 16b. Registration for the course is also open at
the Department of Child and Youth Studies at the same time, in Frescati hagväg 20, upstairs.
The students that you will meet in the course come from our partner universities around the world,
Swedish and international students, who have signed up for this course individually as so-called Free
Movers, as well as Teacher students at Stockholm University.
The course you are taking is an integrated full-time course for twenty weeks of study, First, and
Second cycle. The course will give you 30 ECTS credits (European Credit Transfer System). The
course is taught by a team of lecturers: David Payne, Helena Pedersen and Jenny Nilsson. The weekly
content is theme-based.
The course syllabus, other documents in the course and important information during the course are
found on the course website. Please follow the link: www.buv.su.se/english
This study guide is for both First cycle (‗bachelors‘) and Second cycle (‗masters‘) students.
Additional information
Other important information about being a student at Stockholm can be found at the following web
site: http://www.su.se/english
2
Intended Learning Outcomes
First Cycle:
After finishing the course students are expected to have the ability
* to show critical awareness of concepts, terms, definitions and debates regarding childhood and
youth, as well as the cultures and identity formations of children and young people,
* to demonstrate a critical approach to international trends on children's care, adversities, education
and
socialization,
* to adopt a critical approach to international trends within education and socialization,
* to carry out a minor study and present the project in writing,
* to choose relevant research methodology and apply ethical principles and
* to present and discuss another student's work and defend one's own project during a seminar.
After finishing the course students are expected to have ability
* to show critical awareness of concepts, terms, definitions and debates regarding childhood and
youth, as well as the cultures and identity formations of children and young people,
* to demonstrate a critical approach to international trends on children's care, adversities, education
andsocialization and
* to adopt a critical approach to international trends within education and socialization.
Teaching and Learning Activities
The teaching and learning in the course is theme based. There are five broad themes comprising the
course and for each theme there will be lectures, seminars, individual readings, group assignments and
oral and written presentations. The course literature is first assigned to different themes, though certain
texts will subsequently be used throughout the course. More articles and other texts may be added.
Most lectures and seminars are scheduled on Monday afternoons and Thursday mornings, but there are
classes scheduled during other days. Please look at the Schedule for both time and place. Group
assignments and individual reading may be scheduled by the groups on Tuesday, Wednesday and
Friday.
The five themes are:
1) Introduction to the study of childhood, culture and globalization: key analytical concepts.
2) Threats and adversities in an age of globalization and the role of the Convention on the Rights
of the Child in the construction and mitigation of the “Child at Risk”.
3) Childhood: Beyond Culture.
4) Children, Politics, Citizenship and Society.
5) Education, Multiculturalism and Immigration
Students will work actively during the course in the following ways:
Group activities
- interview each other and present each other in the class,
- discuss course literature before literature seminars, taking turns and making sure that everyone has
the opportunity to start a strand of discussion,
- perform short investigations in Sweden or on the Internet about questions linked to children,
culture, globalisation, that have originated from the readings and the seminars.
3
Course literature
- read specific articles and chapters, and while reading making notes of things that are 1)
interesting, 2) difficult and 3) questionable, with comments on why these parts are noted,
- meet with other students and discuss the 1-3 notes and comments,
- bring notes, comments and group discussions to literature seminars and actively engage in the
discussions.
Lectures and seminars
- read the appointed literature in advance,
- participate and contribute to the seminars by raising your thoughts and opinions,
- present the result from the theme-based assignments in Workshops for all students, preferably in
various ways, using different methods.
Writing
- hand in reviews of certain texts or articles,
- present the result from the theme-based assignments as a written group or individual report,
- write an individual paper as an individual examination of the course.
Students are expected to be present in class during lectures and seminars. Students who miss a class
shall contact the lecturer in charge for a make-up assignment.
During Part 2 of the course students choose a topic within the course content of Part 1 for a study.
Students in First cycle work together (2-3 students) for a joint report. Students in Second cycle hand in
their reports individually.
The course literature is shown for each week. A star (*) indicates that the referred literature is
available through the Library at Stockholm University, on-line access and sometime also in a printed
edition. Some of these references are also put directly on the course web site. Optional and additional
literature may be chosen by students and teachers in collaboration.
The reference system recommended in the course follows the American Psychological Association
APA, including page numbers, and there is a manual available in Engdahl & Sandqvist: Writing a
Thesis.
Schedule
Part 1 Children and Youth: an international perspective, 15 cr
Tuesday, January 21, 10-12pm, Room 123 (Frescati 16b).
Session 1. Welcome Lecture: David Payne
An informal introduction to the course, where students will be given an opportunity to be introduced
to each other and to the lecturers
Literature:
1. Study guide.
Theme One: Introduction to the study of childhood, culture and
globalization
Thursday, January 23, 10-12pm, Room 202 (Frescati 24).
Session 2. Introduction Lecture: Key Concepts: Children, Culture and Globalisation. (David Payne)
Introduction of Group assignment 1.
In this first lecture, some key themes animating the course as a whole will be introduced. What is a
child? What is childhood? What happens when we place the child and childhoods within different
4
cultural horizons and, furthermore, what might ‘globalization’ tell us about the universal or cultural
particularity of the condition of being a child?
Literature:
1. Fass, Paula S. (2003). Children and globalization. Journal of Social History, 36(4), 963–977.*
2. Wyness, Michael (2011). Childhood and society: An introduction to the sociology of childhood (2
ed.). New York: Palgrave MacMillan . Introduction and Chapters 1-3 from Part 1.
3. Jenks, Chris. (2005). Childhood (2 ed.). Chapters 3 and 6.
4. Buckingham, David (2003). New media? New Childhoods. In Mary Jane Kehily (Ed.) An
intoduction to childhood studies. Maidenhead: McGraw-Hill. * (provided)
Additional Second Cycle Reading:
5. Kjorholt, A (2007). Childhood as a Symbolic Space: Searching For Authentic Voices in the Era of
Globalisation. Children’s Geographies, 5(1–2), 29–42.*
Friday, January 24, 1-3pm, Room 107 (Frescati 24).
Session 3. The Human and the Child in International Law: Righting a Wrong or the Wrong Rights?
(David Payne)
The second lecture will introduce the idea of children’s rights, placing these particular rights within a
longer historical perspective on Human Rights discourses, more generally, and more specifically
within the present context of the UNCRC. What does it mean for the child to be a possessor of rights?
What sets of obligations and duties does this entail on those others who can be said to have a duty of
care towards the child. Are there such things as ‘universal and inalienable rights’ for children or is
the meaning and value of rights contextually dependent?
Literature:
1. The UN Convention on the Rights of the Child* (see Mondo).
2. Quennerstedt, A. Transforming Children‘s Human Rights—From Universal Claims to National
Particularity. Law and Childhood Studies: Current Legal Issues 2011, 14 (ed. M. Freeman), 104-16.
(provided)
3. . James, Allison & James, Adrian. (2004). Constructing childhood. New York: Palgrave Macmillan.
Chapter 4 (The Universalisation of Law?) (provided).
4 Weil, Simone, (2002). The Need for Roots. London: Routledge. 2-9.
5. Sukarieh et al. (1999). Through Children's Eyes: Children's Rights in Shatila Camp. Journal of
Palestine Studies, 29(1), 50-57.*
6. Tarulli and Skott-Myhre (2006). The Immanent Rights of the Multitude: An Ontological
Framework for Conceptualising the Issue of Child and Youth Rights, The International Journal of
Children’s Rights 14, 187-201.
Additional Second Cycle Reading:
7. Margolin, C.R. Salvation Versus Liberation: The Movements for Children‘s Rights in a Historical
Context. Social Problems, 25(4), 441-52.*
8. Freeman, Michael, Towards a Sociology of Children‘s Rights. Law and Childhood Studies: Current
Legal Issues 2011 Volume 14 (ed. M. Freeman), 29-38. (provided)
Monday January 27, 1-3pm, Room 202. (Frescati 24)
Session 4. Literature Seminar (David Payne)
In Session four students will have an opportunity to collectively discuss and explore key themes
introduced in both the introductory lectures and ongoing readings. It will be an opportunity to probe
issues regarding childhood as it is constructed and experienced in a globalising world, as well as to
begin to grapple with some of the ethical and political dilemmas associated with both the
empowerment and protection of children.
Literature:
1. Wyness, Michael (2011). Childhood and society: An introduction to the sociology of childhood (2
ed.). New York: Palgrave MacMillan . Chapters 1-3.
5
2. Woodhead, M. & Montgomery, H. (Eds.). (2003). Understanding Childhood an interdisciplinary
approach. John Wiley & Sons: Chichester; The Open University: Milton Keynes. Chapters 1-2.
3. Quennerstedt, E. (2009). Balancing the Rights of the Child and the Rights of Parents in the
Convention on the Rights of the Child, Journal of Human Rights 8, 162-176.*
4. The African Charter on the Rights and Welfare of the Child.* (Mondo)
5. The UN Convention of the Rights of the Child. * (Mondo)
Additional Second Cycle Reading:
6. O‘Neil, O (1988). Children‘s Rights and Children‘s Lives. Ethics, 98, 445-63.*
Thursday, January 30, 10-12pm. Room 202 (Frescati 24)
Session 5. First Group Task Presentation. (David Payne)
Students will in groups present their findings from the first group task, which had previously been
introduced at the end of session 2.
Theme Two: Threats and adversities in Light of Globalization and
the UNCRC.
Monday, February 3, 1-3pm, Room 202 (Frescati 24).
Session 6. Lecture on Threats and Adversities (I) The Child: In Harm‘s Way? (David Payne)
In this lecture students will be introduced to the moral and analytical complexity of thinking what
constitutes the’ dangers’ and ‘threats’ facing children in present day societies. Is it possible to draw
up an exhaustive and definitive list of the ‘adversities’ facing children? Or might it be the case that
understandings of the threats facing children are subject to historical and cultural variation?
Introduction of Group assignment 2.
Literature:
1. Wyness, Michael (2011). Childhood and society: An introduction to the sociology of childhood (2
ed.). New York: Palgrave MacMillan . Chapter 5.
2. Woodhead, M. & Montgomery, H. (Eds.). (2003). Understanding childhood an interdisciplinary
approach. John Wiley & Sons: Chichester; The Open University: Milton Keynes.
Thursday, February 6, 10-12pm, Room 202. (Frescati 24)
Session 7. Lecture on Threats and Adversities (II): the Politics of Protection and the Politics of
Interests. (David Payne)
This lecture will build upon and deepen the issues raised in the previous lecture. Time will be spent
introducing some empirical cases in order to illustrate the complexities surrounding threats and
dangers facing children (e.g ‘child labour’, ‘childhood and consumerism’, ‘religious fanaticism’,
‘Female Genital Mutilation’). Moreover, the concept of the ‘Best Interest’ of the child will be
critically introduced. Does working out what constitutes the ‘best interest’ of any child help to clarify
some moral dilemmas, or does the category only serve to make things less clear?
Literature:
1. Jean Zermatten. The Best Interests of the Child Principle: Literal Analysis and Function.
International Journal of Children’s Right, 18, 483–499.
2. Tobin, John. (2012) Courts and the Construction of Childhood: A New Way of Thinking, Law and
Childhood Studies: Current Legal Issues 2011 Volume 14 (ed. M. Freeman) 55-74. (provided)
3. Jenks, Chris. (2010) Childhood, London: Routledge. Chapter 5.
4. Ottosen M H. (2006). In the Name of the Father, the Child and the Holy Genes
Constructions of the Child's Best Interest‘ in Legal Disputes Over Contact. Acta Sociologica, 49(1),
29-46.*
6
5. Zivkovic et al. (2010). In the name of the child: The gendered politics of childhood obesity. Journal
of Sociology 46.*
Monday, February 10, 1-3pm, Room 202 (Frescati 24).
Session 8. Literature Seminar on Threats and Adversities (I and II) (David Payne)
In this session, there will be an opportunity for students to collectively explore the grey areas of
certain moral dilemmas facing ‘threatened’ children and the need to protect children from threats.
Literature:
1. Guiné and Fuentes (2007). Engendering Redistribution, Recognition and Representation: The Case
of Female Genital Mutilation (FGM) in the United Kingdom and France. Politics and Society 35(3)
477-519.*
2. Wade (2012). Learning from ―Female Genital Mutilation‖: Lessons from 30 Years of Academic
Discourse. Ethnicities, 12(1). 26-49.*
3. Moran, Joe (2001). Childhood Sexuality and Education: The Case of Section 28. Sexualities 4(1)
73-89. *
4. Bijelic, N (2008). Sex Education in Croatia: Tensions between Secular and Religious Discourses.
European Journal of Women’s Studies 5:4, 329-43.*
5. Brems, Eva. (2006). Above Children‘s Heads: The Headscarf Controversy in European Schools
from the Perspective of Children‘s Rights. The International Journal of Children’s Rights, 14, 119–
136. *
6. Langer, B (2002) . Commodified Enchantment: Children and Consumer Capitalism, Thesis Eleven
69, 67-81.
Thursday, February 13, 10-12pm, Room 202 (Frescati 24).
Session 9. Workshop on the UNCRC (David Payne)
Theme Three: Childhood: Beyond Culture.
Tuesday, February 18, 1-3pm, Room 202 (Frescati 24).
Session 10. Lecture. ―Children and Nature/Culture Boundaries‖ (Helena Pedersen)
This session discusses how the boundary between culture and nature has been constructed
and sometimes blurred in relation to children in humanist and posthumanist thought. What is
the relationship between childhood and nature, and how may the culture/nature boundary be
critically interrogated in child and youth studies? What kind of power relations are at play in
these processes, and what do they tell us about the social order?
Literature:
1. Jenks, Chris. (2010), Childhood, London: Routledge. (Chapter 7 & pp6-8).
2.Taylor, Affrica. (2013), Reconfiguring the Natures of Childhood, London: Rountledge (Introduction)
3.Flegel, Monica (2009), ―Bend or Break‖: Unraveling the Construction of Children and Animals as
Competitors in Nineteenth-Century English Anti-Cruelty Movements. The Journal for Critical Animal
Studies 7(1), 53-73.
4. Desmond, Jane C. (1999). Staging Tourism: Bodies on Display from Waikiki to Sea World. Chicago
and London: University of Chicago Press. pp217-250
7
Thursday, February 20, 10-12pm, Room 202 (Frescati 24).
Session 11. Literature Seminar.
In this session, there will be an opportunity for students to collectively explore the ambiguities
surrounding the distinction between nature and culture and the way in which this distinction impacts
understandings of childhood and youth.
Literature:
1. Jenks, Chris. (2010), Childhood, London: Routledge. (Chapter 7 & pp6-8).
2.Taylor, Affrica. (2013), Reconfiguring the Natures of Childhood, London: Rountledge (Introduction)
3.Flegel, Monica (2009), ―Bend or Break‖: Unraveling the Construction of Children and Animals as
Competitors in Nineteenth-Century English Anti-Cruelty Movements. The Journal for Critical Animal
Studies 7(1), 53-73.
4. Desmond, Jane C. (1999). Staging Tourism: Bodies on Display from Waikiki to Sea World. Chicago
and London: University of Chicago Press. pp217-250
Thursday, February 20, 4-6pm, Room 121a (Frescati 24).
Session 12. Public Lecture as part of “Comparative Childhood Series” on Children and Animals.
Title and description TBA
Monday, February 24, 1-3pm, Room 202 (Frescati 24).
Session 13. Second Group task Presentations (David Payne)
Students will present the findings from their second group tasks, introduced in session 8.
Theme Four: Children, Politics, Citizenship and Society
Thursday, February 27, 10-12pm, Room 202 (Frescati 24).
Session 14. Lecture: Child Participation, Politics and Citizenship Issues. (David Payne)
This lecture will introduce a set of themes associated with the ‘political child’. To what extent can one
think the possibility of the child as taking both an active and engaged stance on societal and worldly
issues. Should children be recognised as ‘political agents’ in their own right, or does exposing the
child to politics place the child in vulnerable and harmful positions. Philosophical reflection on these
important and contemporary issues will be supplemented with case material from the history of
political action.
Literature:
1. Wyness, M (2011). Childhood and society: An introduction to the sociology of childhood (2 ed.).
New York: Palgrave MacMillan. Chapter 10.
2. Smith, N., Lister, R., Middleton and Cox (2005). Young People as Real Citizens: Towards an
Inclusionary Understanding of Citizenship, Journal of Youth Studies 8:4, 225-243.
3. Therborn, G. (1996). The Politics of Children: Dimensions and Perspectives. Childhood, 3.
4. Roche, J (1999). Children, Rights, Participation and Citizenship. Childhood, 6, 475-93.
5. Wyness, M. et al. (2004). Politics and Ambiguity. Towards an Agenda for Children‘s Political
Inclusion. Sociology, 38(1), 81-99.
Additional Second Cycle Reading:
H. Thorgeirsdothir (2006). A Commentary on Article 13: The Right to Freedom of Expression, from
the UNCRC. Boston. Marinus Nijhoff Press. E-book.
8
Monday, March 3, 1-3pm, Room 202 (Frescati 24).
Session 15. Literature Seminar. (David Payne)
Students will have time to collectively discuss and critically reflect upon the relation between children
and political life, based on both the lectures and the assigned readings.
Literature:
1. Arendt, Hannah, (1996). The Case of Little Rock. In The Portable Hannah Arendt. London:
Penguin. *
2. Cohen, E (2005). Neither Seen nor Heard: Children‘s Citizenship in Contemporary Democracies.
Citizenship Studies 9:2, 221-240.
3. Wyness, M (2001). Adult's Involvement in Children's Participation: Juggling Children's Place and
Spaces. Or Children, childhood and political participation: Case studies of young people‘s councils.
The International Journal of Children’s Rights 9, 193–212.
4. Veloso, L. (2008) Unequal Childhoods: Children‘s Perspectives on Rights and Citizenship in
Brazil, Latin American Perspectives 35:4. 45-59.
5. Khalil, J (2013) Youth-Generated Media: A Case of Blogging and Arab Youth Cultural Politics,
Television and New Media 14, 338-350.
Additional Second Cycle Reading
6. Gallagher, Michael. (2008). Foucault, Power and Participation. International Journal of Children’s
Rights 16, 395–406.*
Thursday, March 6, 10-12pm, Room 202 (Frescati 24).
Session 16. The Extremes of Politics: Radicalism, Apathy, Moral Panics in the Young. (David Payne)
This lecture will focus on the role of the media in the construction of child and youth agency in social
and political life. To what extent does the media transmit injurious and negative representations of
children and young people engaged in ideological struggle and political contestation? With the
assistance of some concepts from Sociology (for example, ‘Moral Panics’ and ‘Folk Devils’), the
lecture will critically explore the dubious function of the media in the construction of depoliticised
youth deviance.
Literature
1. Efi Avdela, (2008). Corrupting and Uncontrollable Activities': Moral Panic about Youth in PostCivil-War Greece. Journal of Contemporary History, 43(1), 25-44.*
2. Myers. R. R. (2012) ‗‗Society Must be Protected from the Child‘‘: The Construction of US Juvenile
Detention as Necessary and Normal. Critical Criminology 20, 395–407
3. Goddard T. and Myers R. (2011). Democracy and Demonstration in the Grey area of Neo-Liberalism:
A Case Study of Free Los Angeles High School, British Journal of Criminology (2011) 51, 652–670
4. Bridges, Lee. (2012). Four Days in August: the UK Riots. Race & Class, 54(1), 1-12.*
5. Schneider, C. L. (2008). Police Power and Race Riots in Paris. Politics and Society, 36(1), 133159.*
Additional Second Cycle Reading
6. McRobbie, Angela (1995). Moral Panics for Multi-Mediated Social Worlds, The British Journal of
Sociology 46:4. 559-74.
Theme Five: Education, Multiculturalism and Immigration
Monday, March 10, 1-3 pm, Room 202 (Frescati 24).
Session 17. Lecture. Education, Globalisation and Citizenship (Jenny Nilsson)
Introduction of Individual assignment.
9
Literature:
1. Bunar, N. (2010). Choosing for quality or inequality: current perspectives on the implementation of
school choice policy in Sweden. Journal of Education Policy, 25(1), 1-18.*
2.Christie and Sidhu. (2006). Governmentality and ‘fearless speech’:framing the education of asylum
seeker and refugee children in Australia. Oxford Review of Education 32(4), 449–465. *
3.Pinson and Arnot. (2009). Local conceptualisations of the education of asylum-seeking and
refugee students: from hostile to holistic models. International Journal of Inclusive Education
2009, 1–21. *
4.Wyness, M. (2011). Childhood and society. An Introduction to the Sociology of Childhood. New
York: Palgrave MacMillan (Chapter7).
Thursday March 13, 10-12pm, Room 202 (Frescati 24).
Session 18. Literature Seminar. (Jenny Nilsson)
Literature:
1.Bunar, N. (2010). Choosing for quality or inequality: current perspectives on the implementation of
school choice policy in Sweden. Journal of Education Policy, 25(1), 1-18.*
2.Christie and Sidhu. (2006). Governmentality and ‘fearless speech’:framing the education of asylum
seeker and refugee children in Australia. Oxford Review of Education 32(4), 449–465. *
3.Pinson and Arnot. (2009). Local conceptualisations of the education of asylum-seeking and
refugee students: from hostile to holistic models. International Journal of Inclusive Education
2009, 1–21. *
4.Wyness, M. (2011). Childhood and society. An Introduction to the Sociology of Childhood. New
York: Palgrave MacMillan (Chapter 7).
Monday March 17, 1-3pm, Room 202 (Frescati 24).
Session 17. Discussion Forum based on the comparative analysis of School Curricula. (David Payne)
March 17– March 23 Writing the Final course paper
Part 1 of the course will be examined by an individual paper. Students may discuss their drafts with
each other during the week, thus supporting the learning process and the writing. However, the course
paper is an individual assignment.
Please note, the department follows the APA reference system (see Writing a Thesis link on the course
web page), and in this assignment, all references shall include page numbers.
Deadline for the course paper is Sunday, March 23, Midnight.
Please, read also the information about Examinations on page 12.
Plagiarism and cheating
When writing your exam papers, you are asked to refer to course literature and other sources.
However, when doing so, you must add a correct reference to the original author or
source and include complete references in a list of references.
To copy shorter or longer sections from someone else's work without referring to the correct
source is NOT allowed. It is looked upon as plagiarism. Using a text you have already
written for another purpose, without referring correctly to the previous text, is considered
as self-plagiarism.
One example of plagiarism is to copy word by word (or almost word-by-word) from a section
of a book, journal, article or website without telling where the text is copied from. Re-using
parts of a text with just smaller alterations, thus making the reader believe that you are the
10
author, may also be considered as plagiarism or self-plagiarism. Consider this carefully when
you refer to course literature, to information and texts found on the Internet or to other
students' assignments.
Plagiarism and self-plagiarism are looked upon as not acceptable cheating, and disciplinary
actions will always be taken. Possible consequences are disciplinary warning and temporary
suspension.
Examination
Attendance
Seminars are mandatory. Absence can be compensated in accordance with instructions by the course
leader. Students contact the course leader for make-up assignments.
With an absence over 45 % from seminars, the student is considered not to have taken the course and
must re-register in order to complete at a later time.
Formative assessment
During Part 1 of the course, the lecturers will give feedback on the oral and written work. During Part
2, supervisors will guide the students.
Oral presentation
- Being able to present the project in a clear way / where all participants contribute
- Being able to answer questions
- Participating in discussions about advantages/disadvantages of the project
Written individual assignment
The text will be commented on the following aspects:
- Presentation of the topic and coherence between the different parts,
- Connection to previous research, lectures, seminars and and to course literature,
- Discussion, and
- Language, references.
Summative assessment
The course will be examined by five different tasks, that will be graded with Pass or Fail (EXA1,
EXA2, EXA5) and with a scale between A-F (EXA3, EXA4/EXA6).
EXA1 Group work, 2.5 cr
Students will work in groups with Group assignment 1 and 2. Written instructions will be handed out
during sessions 2 and 8. The assignments are to be presented and discussed during sessions 7 and 12.
A written documentation shall be handed in at the same time.
EXA2 Curricula comparison, 2.5 cr
Students will do a comparison between two curricula. Written instructions will be handed out during
session 16 and the comparisons shall be presented, discussed and handed in during session 18.
EXA3 Individual paper, 10 cr
Your learning will be assessed through an individual final course paper. The final course paper will
include an overall discussion of the course content in relation to a) course literature; b) lectures and
seminars; c) ongoing class discussions.
11
It should have a coherent structure, including a short introduction that clearly sets out the aims and
questions guiding your paper. The aims and questions should be informed by the overall content of the
course. You can select certain aspects of the course that were of particular interest to you, and explore
these particular issues in greater depth.
The main body of the text should draw upon a range of sources - such as course literature, lectures,
and the continuing discussions - to support and argue for the claims you are seeking to advance.
You should ensure that the paper includes a conclusion, in which the major points are recapitulated.
The paper should be max. 12 A4 pages long, including a front page and a complete reference list. In
assessing the final course paper, great importance will be given to correct reference use, and that
citations are short and followed by page reference. Plagiarism is not accepted in any form.
Use type face Times New Roman, size 12, 1.5 spacing. Handwritten papers are not accepted. The
paper should be sent electronically (email) to David Payne at [email protected], not later than
Monday November 4, Midnight.
Grade for the whole course
To get a grade for the whole course, all examinations must be finished with at least the grades G or E
and all tasks must be fulfilled. The grade for the whole course is based on the grade of EXA4 or
EXA6. A higher or lower degree on EXA3 may alter the course grade one step.
Assessment criteria First cycle
EXA1 Group work
G. Pass. The student presents group work for discussion during seminars and hands in group
documentation.
U. Fail. The student has not finished or presented the group work adequately.
EXA2 Curricula Comparison
G. Pass. The student presents the comparison for discussion during a seminar and hands in a short
paper.
U. Fail. The student has not handed in or presented the comparison adequately.
EXA3 Individual paper
A Excellent. The area of knowledge is systematically described and evaluated and problems are
exposed. The essay is well written and coherent with a consequent use of a reference system.
B Very Good. The area of knowledge is systematically described and evaluated with relevant course
concepts. The essay is well written and coherent with a consequent use of a reference system.
C Good. The area of knowledge is described and evaluated with relevant course concepts. The essay
is satisfactorily extensive and is coherent with with a consequent use of a reference system.
D Satisfactory. The area of knowledge is described and discussed with help of course concepts. The
essay is satisfactorily extensive and coherent, and follows a reference system.
E Adequate. The area of knowledge is described and discussed extensively. The essay is structured
and follows a reference system.
Fx Insufficient. The essay has one or several shortcomings, but the shortcomings are regarded
possible to be attended to within two weeks. Shortcomings include: the area of knowledge, references
to course literature, the paper does not show adequate command of the English language, and/or does
not have a satisfactory reference system.
12
F Fail. As Fx, but the shortcomings are regarded too extensive to be attended to. The student must
hand in a new text.
EXA4 Essay
A Excellent. The student provides a relevant presentation of the problem well founded in previous
research. There is a clear coherence between the different parts of the project. Well justified
methodology, where research ethics are considered, is related to the procedure of data collection and
analysis. The results are problematized and discussed in relation to previous research. There is written
and communicative clarity, and a reference system without remarks.
B Very Good. The student provides a relevant presentation of the problem related to previous
research. There is coherence between the different parts of the project. Justified methodology, where
research ethics are considered, is related to the procedure of data collection and analysis. The results
are problematized and discussed in relation to previous research. There is written and communicative
clarity, and a reference system without remarks.
C Good. The student provides a clear presentation of the problem related to previous research. There
is coherence between the different parts of the project. The methodology, where research ethics are
considered, is related to the procedure of data collection and analysis. The results are discussed in
relation to previous research. There is written and communicative clarity with a consequent use of a
reference system.
D Satisfactory. The student provides a relevant presentation of the problem within a well-structured
paper. Previous research and methodology, where research ethics are considered, and the use of data
and the accomplishment of the project are described and related to each other. The student writes well
and follows a reference system.
E Adequate. The student provides a relevant presentation of the problem within a structured paper.
Previous research and methodology, where research ethics are considered, and the use of data and the
accomplishment of the project are described. The student uses an acceptable language, and follows a
reference system.
Fx Insufficient. The presentation is insufficient, but the shortcomings are regarded possible to be
attended to within two weeks. The student shows incapability regarding one or several of the
following issues: Presentation of the problem, previous research, methodology, where research ethics
are considered, description of the results.
The paper does not show adequate command of the English language, and/or does not have a
satisfactory reference system.
F Fail. The presentation is completely insufficient regarding the minimal standard. The student shows
incapability regarding most of the issues specified in Fx, and the shortcomings are not possible to be
attended. The student must hand in a new text.
Evaluation
Students are invited to participate in discussions about the course and are free to bring up suggestions
for changes during the course. An on-line evaluation form will be distributed to all students at the end
of the course.
Course Literature First Cycle
Arendt, Hannah. (2003). ‗Reflections on Little Rock‘. The Portable Hannah Arendt. London: Penguin.
(12 pages)
13
Bryman, Alan (2008 or later) Social research methods (2nd ed.). Oxford: Oxford University Press (200
pages)
Buckingham, David (2003). New media? New Childhoods. In Mary Jane Kehily (ed.) An Introduction
to Childhood Studies. Maidenhead: McGraw-Hill. (15 pages)
Englundh, E. (2008). Folkrätt för barn som pedagogiskt åtagande: Statligt ansvar - regionalt lärande?
[International Law on Children as an Educational Commitment: National obligation - regional
learning?]. Department of Education, Stockholm University. (diss nr 143). ISSN 1104-1625.
(Summary in English, provided).
The Gothenburg Recommendations on Education for Sustainable Development (2008).
http://www.chalmers.se/gmv/EN/about-gmv/publications
Jenks, Chris. (2005). Childhood: Second Edition. London: Routledge (60 pages)
Lechner, Frank J. (ed.) (2007 or later), The Globalization Reader. Oxford: Wiley-Blackwell (120
pages)
UNESCO. EFA Global Monitoring Report. (Optional annual report)
[URL] http://www.unesco.org/en/education/efareport/reports/
UNICEF. The State of the World’s Children. (Optional annual report )
[URL] http://www.unicef.org/publications/index.html
Woodhead, M. & Montgomery, H. Eds. (2003 or later). Understanding Childhood: An
interdisciplinary approach. John Wiley & Sons: Chichester; The Open University; Milton Keynes.
(150 pages)
Wyness, M (2006 or later). Childhood and society. An Introduction to the Sociology of Childhood.
New York: Palgrave MacMillan (200 pages)
More articles will be handed out during the course.
14
Rules and regulations
You will find a summary of decisions taken at different levels about student rights and
responsibilities at http://www.su.se/rules/. It is your responsibility as a student to know the
rules that exist about studying, examinations/assessments and use of facilities and resources.
Disciplinary measures will be taken against students that use illegal resources or in other
ways tries to mislead assessments or who disturbs or obstructs learning opportunities,
assessment or other activities of the education.
Study support
You can get a University account via a link on the webpage http://www.mitt.su.se/ This is
also were you access your student mail and your course page in Mondo.
The University account gives you access to computers in IT suits at Campus Frescati, webbmail,
Mondo, print outs, logg in to the University Library e-service and other services at Mitt universitet.
Stockholm University www.su.se
Home page of the department: www.buv.su.se
In English: http://www.buv.su.se/english/education
Stockholm University Student homepage: http://www.su.se/english/study
Stockholm University Student Union: http://www.sus.su.se/en
Student services: http://www.su.se/english/study/student-services
IT suport: http://www.su.se/english/study/student-services/it-for-students
E-mail: [email protected]
Tel: 08-674 70 10
Library. You can access all of the library services at http://www.sub.su.se/home.aspx
Department of Child and Youth Studies
Stockholm University
Dep of Child and Youth Studies
SE- 106 91 Stockholm
Visiting address
Ph. +46-8-1207 6205 Fax. +46-8-1207 6200
Frescati hagväg 24 e-post: [email protected]
Room 310
www.buv.su.se
15