Stockholm
University
Studyguide
Children,Culture,Globalization
FirstandSecondcycle,30credits
Fallsemester,2012
September 3 2012 – January 20,2013
Content:
Basicinformation
IntendedLearningOutcomes
TeachingandLearningActivities
Schedule
ExaminationandGradingCriteria
Evaluation
CourseLiterature
DepartmentofChildandYouthStudies
Stockholm University Visiting address Ph. +46-8-1207 6205
Dep of Child and Youth Studies Frescati hagväg 24 Fax. +46-8-1207 6200
SE- 106 91 Stockholm E-mail:
Basicinformation
Welcome to the course Children, Culture, Globalization 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”)
The international office at Stockholm University arranges a special orientation programme the week before, starting with a special Orientation day on Monday August 28, 4-8 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
The course starts on Monday, September 3rd, at 3-5 pm in room 121a 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 the main house on Frescati hagväg 24.
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: Ingrid Engdahl, David Payne, Henrik Ingrids 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:
Other important information about your studies at Stockholm can be found at the following web site:
This study guide is for both First cycle (‘bachelors’) and Second cycle (‘masters’) students.
Additionalinformation
Other important information about being a student at Stockholm can be found at the following web site:
IntendedLearningOutcomes
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 asthe cultures and identity formations of children and young people,
* demonstrate a critical approach to international trends on children's care, adversities, education and
socialization,
* adapt a critical approach to international trends within education and socialization,
* carry out a minor study and present the project in writing,
* choose relevant research methodology and apply ethical principles and
* present and discuss another student's work and defend one's own project during a seminar.
Part 1 Children and Youth in an international perspective, 15 credits
After finishing Part 1 of the course students are expected to have ability to
* show critical awareness of concepts, terms, definitions and debates regarding childhood and youth, as well asthe cultures and identity formations of children and young people,
* demonstrate a critical approach to international trends on children's care, adversities, education and
socialization and
* adapt a critical approach to international trends within education and socialization.
Part 2 Essay/Project, 15 credits
After finishing Part 2 of the course students are expected to have ability to
* carry out a minor study and present the project in writing,
* choose relevant research methodology and apply ethical principles and
* present and discuss another student's work and defend one's own project during a seminar.
Second Cycle
After finishing the course students are expected to have the ability to
- critically discuss concepts, terms, definitions and debates regarding child and youth culture and identity,
- provide a broad historical review of the development of the different concepts and interpretation of
globalization and sustainable development,
- adapt a critical and questioning approach to the influences of global trends on children's care, adversities,education and socialization,
- independently carry out a minor scientific study/project and present the project in writing,
- choose and argue for relevant research methodology and apply ethical principles and
- present another student's work and defend one's own independent project during a seminar.
Part 1 Children and Youth in an international perspective, 15 credits
After finishing Part 1 of the course students are expected to have ability to
- critically discuss concepts, terms, definitions and debates regarding child and youth culture and identity,
- provide a broad historical review of the development of the different concepts and interpretation of
globalization and sustainable development,
- adapt a critical and questioning approach to the influences of global trends on children's care and adversities,education and socialization.
Part 2 Essay/Project, 15 credits
After finishing Part 2 of the course students are expected to have the ability to
- independently carry out a minor scientific study/project and present the project in writing,
- choose and argue for relevant research methodology and apply ethical principles and
- present another student's work and defend one's own independent project during a seminar.
TeachingandLearningActivities
The teaching and learning in the course are theme based. There are three themes in 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, but will then 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 time and place. Group assignments and individual reading may be scheduled by the groups on Tuesday, Wednesday and Friday.
The three themes are:
1) Introduction to the study of childhood, culture and globalization.
2)Threats and adversities in the light of globalization andthe UN Convention on the rights of the child.
3) Children, Citizenship and Society.
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.
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
Part1ChildrenandYouthinaninternationalperspective,15cr
Monday, September 3, 3-5pm, Room 121a.
Session 1. Welcome Lecture: David Payne, course leader and Ingrid Engdahl, director of studies
Literature:
1. Study guide.
2. The Gothenburg Recommendations on Education for Sustainable Development (2009).
ThemeOne:Introductiontothestudyofchildhood,cultureandglobalization
Thursday, September 6, 10-12am, Room 107.
Session 2. Introduction Lecture: Key Concepts: Children, Culture and Globalisation. (David Payne)
Introduction of Group assignment 1.
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).Newmedia?NewChildhoods.InMaryJaneKehily(Ed.)Anintoductiontochildhoodstudies.Maidenhead:McGraw-Hill.*(provided)
5.Lechner & Boli (Eds.) (2007). The globalization reader Oxford: Blackwell. Chapters 3, 7-9.
Additional Second Cycle Reading:
6.Kjorholt,A(2007). ChildhoodasaSymbolicSpace:SearchingForAuthenticVoicesintheEraofGlobalisation.Children’sGeographies,5(1–2),29–42.*
Monday September 10, 1-3pm, Room 202.
Session 3. The Human and the Child in International Law: Righting a Wrong or the Wrong Rights? (David Payne)
Literature:
1. The UN Convention on the Rights of the Child* (see Mondo).
2. Sukarieh et al. (1999).Through Children's Eyes: Children's Rights in Shatila Camp. Journal of Palestine Studies, 29(1), 50-57.*
3. James, Allison James, Adrian. (2004). Constructing childhood. New York: Palgrave Macmillan. Chapter 4 (The Universalisation of Law?) (provided).
Additional Second Cycle Reading:
4. Margolin, C.R. Salvation Versus Liberation: The Movements for Children’s Rights in a Historical Context.Social Problems, 25(4), 441-52.*
WednesdaySeptember 12, 10-12am, Room 107. (Morning)
Session 4. Lectureon the UNCRC in the context of Sweden (Henrik Ingrids)
Literature:
1.The UN Convention on the Rights of the Child.* (Mondo)
2. James, Allison & James, Adrian. (2004). Constructing childhood. New York: Palgrave Macmillan. Chapter 4 (The Universalisation of Law?) (provided).
3. Eriksson, M. & Näsman, E. (2008). Participation in Family Law Proceedings for Children Whose Father is Violent to Their Mother. Childhood. 15(2), 259-275
4. Sweden’s Fourth Periodic Report to the UN Committee on the Rights of the Child 2002–2007
5. CRC/C/SWE/CO/4(2009). Concluding observations: Sweden
6. The Ministry of Health and Social Affairs (2011). Strategy to strengthen the rights of the child in Sweden
Wednesday September 12, 2-4pm, Room 107. (Afternoon)
Session 5. Lectureon Children and Collective Rights. Roma People in the Context of Eastern Europe (Maya Tcholakova, visiting professor from South West University, Bulgaria)
Monday, September 17, 1-3pm. Room 121a
Session 6. Literature Seminar.(David Payne)
Literature:
1.TheUN Convention of the Rights of the Child. * (Mondo)
2. The African Charter on the Rights and Welfare of the Child.* (Mondo)
3. Wyness, Michael (2011). Childhood and society: An introduction to the sociology of childhood (2 ed.). New York: Palgrave MacMillan . Chapters 1-3.
4.Woodhead, M. & Montgomery, H. (Eds.). (2003). Understanding Childhood an interdisciplinary approach. John Wiley & Sons: Chichester; The Open University: Milton Keynes. Chapters 1-2.
5. Lechner & Boli (Eds.) (2007). The Globalization Reader Oxford: Blackwell. Chapters 12, 16 &39.
Additional Second Cycle Reading:
5. O’Neil, Onora (1988). Children’s Rights and Children’s Lives.Ethics,98, 445-63.*
Thursday, September 20, 1-4pm, Room 202.
Session 7.First Group Task Presentation. (David Payne)
ThemeTwo:Threatsandadversitiesin Light of Globalization and the UNCRC.
Monday, September 24, 10-12am, Room 121b. (Morning)
Session 8. Lecture on Threats and Adversities (I) The Child: In Harm’s Way? (David Payne)
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.
Monday, September 24, 1-3pm, Room 121b. (Afternoon)
Session 9. Literature Seminar on Threats and Adversities (I) (David Payne)
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.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.*
Thursday, September 27, 10-12am, Room 204.
Session 10. Lecture on Threats and Adversities (II): the Politics of Protection. (David Payne)
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. Jenks, Chris. (2010) Childhood, London: Routledge. Chapter 5.
3. Zivkovic et al. (2010). In the name of the child: The gendered politics of childhood obesity. Journal of Sociology 46.*
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.*
Monday, October 1, 1-3pm, Room 121a.
Session 11.Introduction to the Second part of Course: Projects (David Payne, Ingrid Engdahl)
Literature:
Engdahl, I. & Sandqvist, K. (2012). Writing a Thesis: A Guide for Scientific Reports(2nd ed.). Stockholm: Stockholm University.*
Please note, a first short synopsis, see Attachment 1, is to be handed in to David Payne before October 8th. Only for students who take the full semester.
Thursday, October 4, 2-5pm, Room 121a.
Session 12. Second Group task Presentations (Henrik Ingrids and David Payne)
ThemeThree:Children, Citizenship and Society
Monday, October 8, 1-3pm, Room 123.
Session 13. Lecture:Child Participation, Politics and Citizenship Issues. (David Payne)
Literature:
1. Wyness, M (2011). Childhood and society: An introduction to the sociology of childhood (2 ed.).New York: Palgrave MacMillan. Chapter 10.
2. Therborn, G. (1996). The Politics of Children: Dimensions and Perspectives. Childhood, 3.
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.
Thursday, October 11, 10-12am, Room 121a.
Session 14. Literature Seminar. (David Payne)
Literature:
1. 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.
2.Wyness, M. et al. (2004). Politics and Ambiguity. Towards an Agenda for Children’s Political Inclusion. Sociology, 38(1), 81-99.
3.Manfred Liebel and Iven Saadi. Children’s Participation in the traps of Cultural Diversity.* (Provided)
4. Evans & Spicer. (2008).Is Participation Prevention? A blurring of discourses in children's preventative initiatives in the UK.Childhood, 15(1), 50-73.*
Additional Second Cycle Reading
5.Gallagher, Michael.(2008). Foucault, Power and Participation. International Journal of Children’s Rights 16, 395–406.*
Monday, October 15, 1-3pm, Room 202.
Session 15. The Extremes of Politics: Radicalism, Apathy, Moral Panics in the Young.(David Payne)
Literature
1. Efi Avdela, (2008).Corrupting and Uncontrollable Activities': Moral Panic about Youth in Post-Civil-War Greece.Journal of Contemporary History,43(1), 25-44.*
2.Schneider, C. L. (2008). Police Power and Race Riots in Paris. Politics and Society, 36(1), 133-159.*
3.Bridges, Lee. (2012). Four Days in August: the UK Riots. Race & Class, 54(1), 1-12.*
Additional Second Cycle Reading.
4. Arendt, Hannah, (1996). The Case of Little Rock. In The Portable Hannah Arendt. London: Penguin.*
Thursday, October 18, 10-12am, Room 121a.
Session 16.Lecture. Education, Globalisation and Citizenship(Jenny Nilsson)
Introduction of Individual assignment.
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 Education32(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 on Education and Schooling).
Monday October 22, 1-3pm, Room 121a.
Session 17. Literature Seminar. (Jenny Nilsson)
Literature:
1.Bunar,N.(2010).Choosingforqualityorinequality:currentperspectivesontheimplementationofschoolchoicepolicyinSweden.JournalofEducationPolicy,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 Education32(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 on Education and Schooling).
Thursday October 25, 9-12am, Room 121b
Session 18. Discussion Forum based on the comparative analysis of School Curricula. (David Payne, Jenny Nilsson)
October 26 – November 4 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 Thesislink on the course web page), and in this assignment, all references shall include page numbers.
Deadline for the course paper is Sunday, November 4, Midnight.
Please, read also the information about Examination on page 11.
Part2Essay/Project,15cr
Part two of the course will be introduced on October 1, session 11.
First cycle
During this part of the course students choose a specific area within the course content and carry out a project or a minor study. Students work in small groups of 2-3 students. During the first week lectureson research methodology and ethics willhelp the studentsto specify the aim and design of their joint project. Eachgroup of students willbe guided by a supervisor.
Literature will be chosen by students and supervisors together, depending on the topic.
Students who want to write a degree paper must contact the course leader already in October to discussthis option.