Thesis (M.A. (Human Rights))--Mahidol University, 2006. / LICL has E-Thesis 0018 ; please contact computer services.

This study investigates Swedish aid and its focus on democracy and human rights. It analyses the space given to these normative objectives in relation to pragmatic considerations like strategic interests and institutional incentives. It does so by reviewing official documents and interviewing aid actors at the Ministry of Foreign Affairs (MFA) and at the Swedish International Development Cooperation Agency (Sida), to outline what objectives and incentives are guiding in Swedish aid. It also analyses how these factors affect critical decisions on whether aid should be suspended or not, to see how much normative objectives matter in such contexts. By doing so, this study contributes to the literature on democracy aid and aid suspension, as well as to research on Sweden as a donor country. Previous research has shown that normative considerations are often subordinated to strategic interests in foreign aid because of the complexity of many conflicting interests. In addition, decisions guided by strategic interests often include institutional incentives as well. This study finds that the policy frameworks for Swedish aid are integrated in the work of MFA and Sida. Both normative and pragmatic considerations, mainly institutional incentives, are referred to both in the documents and by the aid actors. In contrast to much other literature however, normative principles seem to dominate in Swedish aid. There is great emphasis on the importance of poverty reduction and promotion of democracy and human rights, even though the whole picture with donor interests also has to be taken into account.

Made available in DSpace on 2016-04-26T20:23:18Z (GMT). No. of bitstreams: 1 Rafael Rocha Paiva Cruz.pdf: 1376364 bytes, checksum: d6feaa3ffc104939453183f2b4678859 (MD5) Previous issue date: 2014-09-08 / The purpose of this thesis is to analyze human rights education and its relationships with the realization of human rights and democracy, with emphasis on processes of discrimination and exclusion, as well as the role of Legal Services in the aforementioned field. This analysis is justified by the currency and importance of the subject in both national and international settings, and its relationship with constitutional principles and objectives. The hypothesis is that human rights education can contribute significantly to the realization of democracy and human rights, including in cases involving discrimination and exclusion, and that Legal Services have an important role therein. First, the meanings and main issues pertaining to education, human rights and democracy are analyzed in association with the subject are analyzed in a historical-critical study. Then, the several aspects of human rights education and applicable national and international regulations are examined. Finally, this work demonstrates the significant capabilities of human rights education to contribute to human rights and democracy realization, particularly in favor of discriminated and excluded individuals and groups, as well as the relevant role of Legal Services in this field, thus confirming the thesis / Esta dissertação objetiva estudar a educação em direitos humanos e suas relações com a efetivação dos direitos humanos e da democracia, com atenção especial aos processos de discriminação e exclusão, bem como analisar o papel da Defensoria Pública nessa seara. Justifica-se o estudo pela atualidade e importância do tema nos cenários nacional e internacional e pela relação com os fundamentos e objetivos constitucionais. A hipótese é de que a educação em direitos humanos pode fornecer relevantes contribuições para a efetivação da democracia e dos direitos humanos, inclusive nas questões que envolvem discriminação e exclusão, e que a Defensoria Pública tem importante atuação nesse sentido. Para tanto, inicialmente, a partir de um estudo histórico-crítico, analisam-se os sentidos e as principais questões da educação, dos direitos humanos e da democracia que se relacionam com o tema. Após, verificam-se os diversos aspectos da educação em direitos humanos e a normativa aplicável existente no âmbito internacional e nacional. Ao final, mostram-se as importantes capacidades da educação em direitos humanos contribuir para a efetivação dos direitos humanos e da democracia, especialmente em favor das pessoas e grupos discriminados e excluídos, bem como o relevante papel da Defensoria Pública nessa seara, confirmando-se a tese

Här följer en kvalitativ tvärsnittsstudie genom metodtriangulering vilken undersöker och tar fasta på den maximalistiska demokratiteorin i läroplanen, fem läromedel och fyra intervjuer med samhällskunskapslärare. Detta sker analytiskt utifrån utgångspunkten i tre demokratiteoretiska idealtyper: Shumpeters elitdemokrati, Dahls polyarki samt Goodharts Democracy as Human Rights (DHR). Syftet är att finna vilken idealtyp som ligger närmast verkligheten i gymnasieskolan idag sedan 2011. Slutsatsen efter textanalys och intervjuer visar på en övervägande maximalistisk demokratiteori, en liberal polyarkisk demokrati som även bär inslag av deltagande i form av massdemokrati och rättighetsanspråk närliggande teorin om DHR.

Normative Power Europe theory presented by Ian Manners defines the European Union as a normative actor in international relations. According to him, EU's ability to change what passes for "normal" in international relations originates from its internal set-up which the EU uses to shape its environment and international norms in its own image. After first studying Manner's tripartite analysis and defining normative goals, means and impact of the normative policy, the thesis then proceeds to test normative theory in the European neighbourhood, particularly in the Euro-Mediterranean Partnership, by analysing EU's democracy and human rights promotion in Tunisia. It identifies discrepancy between EU's goals and means and discovers that on the one side, Euro-Mediterranean cooperation improves socio-economic development, however on the other it impedes the political one. This finding reflects incoherence and inconsistency of the EU's policies in the Mediterranean and arrives to the conclusion that EU is not a normative power in its neighbourhood policy.

This thesis examines the media strategies employed by leading figures and organizations in the Russian political opposition landscape, namely Alexei Navalny's Anti-Corruption Foundation (ACF), Dmitry Gudkov's Secretariat of European Russians, Mikhail Khodorkovsky's Russian Action Committee, Feminist Anti-War Resistance, and Ilya Ponomarev. Using critical discourse analysis as its core methodology, the study aims to unravel the complex dynamics between stated values and media strategies. The strategies analyzed include 'Investigative Outreach,' 'Diaspora Engagement,' 'Media Magnate Mobilisation,' 'Grassroots Guerrilla Artivism,' and 'Dual Role Diplomacy.' The study is framed within the theoretical constructs of social constructivism and media frame theory. These frameworks allow for a critical examination of how the media strategies of these entities are socially constructed and framed, thereby shaping public perception and narrative. Key findings reveal that although these strategies amplify political reach and influence, they also pose challenges such as dilution of core messages and ethical quandaries.

Mitt syfte med undersökningen är att genomföra en kvalitativ textanalys av Sofia Nordins trilogi för att undersöka dess lämplighet att undervisa om värdegrundsfrågor i årskurs 4–6.   Skolinspektionens granskning (2012) finner brister i att integrera värdegrundsuppdraget i ämnet svenska. Bland annat beror det på brister i förståelsen hos lärare kring vilka skönlitterära texter som kan användas och vad i texterna som kan ge möjlighet till undervisning.   Undersökningen syftar därför till att finna lämplig text vilket genom arbetet visat sig vara dystopi. Undersökningens kvalitativa textanalys svarar mot frågeställningarna om mörker, demokrati, solidaritet och mänskliga rättigheter för att undersöka möjligheten till undervisning om värdegrunden.   Analysens resultat finner goda möjligheter för trilogin att användas som ingång för värdegrundsarbete i årskurs 4–6. / The aim of this paper is to make a qualitative text analysis of the trilogy by Sofia Nordin based on its possibility to teach about the fundamental values in school for grade 4-6.   The Swedish School inspectorate shows in an examination (2012) that the Swedish primary school are shortcoming in the mission to teach about the fundamental values in the subject swedish. Some causes they mention are the teachers lack of understanding what sort of literature they should use, and what in the literature to use.   This study is therefore aiming to find a suitable text which by the work turned out to be a dystopia. By qualitative text analysis the question at issues examines to answer the aim of this paper. They are the darkness, democracy, human rights and solidarity. In the results the paper has found a good potential for the novels to teach about the fundamental values in grade 4-6.