<p>The basic view on children has change radically in the swedish society during the last century. From beeing seen as ruled by internal evil powers that only church could help controling later on the children should be brought up as citizen well-behaved and capable of work with help of the state's control. Today we see the child as competent and equal, and through Swedens adoption of the U.N. Convention on the Rights of the Child in year 1990, Sweden as a country undertakes itself to always see to the child´s greatest in all decision-making process concerning the child and also vouch for that the rights stated in the convention are beeing fulfild.</p><p>Working with the convention in a such way that it's intention becomes reality in educational activities requires instruments for the pedagogues. During the years between 1980 and 1990 a number of different methods and programmes were developed with staring-points in the interplay between the child and the adult. One of those programmes was ICDP (International Child Development Programmes) who are based on the four core principles in the convention; non-discimination, devotion to the best interests of the child, the right to life, survival and development and respect for the views of the child.</p><p>The aim of my study is to investigate if and in that case how ICDP can be an instrument to realize The Convention on the Rights of the Child in the daily work in some educational activities. On the basis of the aim three questions at issue are asked.</p><p>Can ICDP be used as an instrument for realizing The Convention on the Rights of the Child in the daily work, and in that case how?</p><p>Can ICDP prevent violations between adults and children, and in that case how?</p><p>What are the benefits from, respectively the difficulties of working with ICDP?</p><p>I have used as method qualitative interviews with pedagogues from different schools. All the pedagogues have training in ICDP and I wanted their descriptions of their practical work with ICDP.</p><p>The interviewed pedagogues gives a image of ICDP as an instrument for putting focus on the adults attitude in relation to children and pupils. All pedagogues gave examples of how ICDP fulfil the thoughts in the convention in the way of seeing the child as competent and willing to develop. To have a keen ear and the ability of following the child´s initiative are according to the the interviewed pedagogues important qualities by the adult that ICDP are focusing on. Yhe pedagogues gives a number of examples of benefits from as well as the difficulties of working with ICDP.</p><p>My conclusions of this study are that pedagogues need instruments to realize The Convention on the Rights of the Child in the daily work and that ICDP can be used as one. The most importent thing after all isn´t what method or programme who will be used. Instead the fact that the work with the adults attitudes in relation to the children, pupils, colleagues and parents are done in an active and consciously way are the main thing.</p><p>Keywords: The view on children, The Convention on the Rights of the Child, The school and the convention, ICDP</p>

Samspelets betydelse mellan pedagog och barn är något som framhävs som viktigt inom förskolan. Det finns ett antal metoder och förhållningssätt i förskolan som anses gynna detta samspel. Vår studie startade med en nyfikenhet om programmet Vägledande samspel. Programmet Vägledande samspel har initierats av stiftelsen ICDP. Vi har uppmärksammat att många pedagoger i förskolan blir vidareutbildade i programmet och vi ville undersöka pedagogers uppfattningar om Vägledande samspel. Vi har därför genomfört en studie, där vi dels tagit del av det material som ICDP distribuerar och dels en kvalitativ intervjustudie med pedagoger i förskolan. Syftet med studien är att undersöka och föra en diskussion om relationen mellan Vägledande samspel och pedagogernas uppfattningar. Resultatet har vi diskuterat utifrån en postmodern teori, där diskursbegreppet är centralt. I samband med våra intervjuer framkom det att pedagogerna tyckte att Vägledande samspel medvetengjorde dem om deras roll i samspelet. I vår bearbetning av det empiriska materialet fann vi att pedagogernas språk legitimerade en viss typ av syn på samspel, barn och pedagogroll. I vår analys har vi valt att lyfta tre diskursiva regimer, en utvecklingspsykologisk diskurs och en metodologisk diskurs samt den bortträngda, meningsskapande diskursen.

The basic view on children has change radically in the swedish society during the last century. From beeing seen as ruled by internal evil powers that only church could help controling later on the children should be brought up as citizen well-behaved and capable of work with help of the state's control. Today we see the child as competent and equal, and through Swedens adoption of the U.N. Convention on the Rights of the Child in year 1990, Sweden as a country undertakes itself to always see to the child´s greatest in all decision-making process concerning the child and also vouch for that the rights stated in the convention are beeing fulfild. Working with the convention in a such way that it's intention becomes reality in educational activities requires instruments for the pedagogues. During the years between 1980 and 1990 a number of different methods and programmes were developed with staring-points in the interplay between the child and the adult. One of those programmes was ICDP (International Child Development Programmes) who are based on the four core principles in the convention; non-discimination, devotion to the best interests of the child, the right to life, survival and development and respect for the views of the child. The aim of my study is to investigate if and in that case how ICDP can be an instrument to realize The Convention on the Rights of the Child in the daily work in some educational activities. On the basis of the aim three questions at issue are asked. Can ICDP be used as an instrument for realizing The Convention on the Rights of the Child in the daily work, and in that case how? Can ICDP prevent violations between adults and children, and in that case how? What are the benefits from, respectively the difficulties of working with ICDP? I have used as method qualitative interviews with pedagogues from different schools. All the pedagogues have training in ICDP and I wanted their descriptions of their practical work with ICDP. The interviewed pedagogues gives a image of ICDP as an instrument for putting focus on the adults attitude in relation to children and pupils. All pedagogues gave examples of how ICDP fulfil the thoughts in the convention in the way of seeing the child as competent and willing to develop. To have a keen ear and the ability of following the child´s initiative are according to the the interviewed pedagogues important qualities by the adult that ICDP are focusing on. Yhe pedagogues gives a number of examples of benefits from as well as the difficulties of working with ICDP. My conclusions of this study are that pedagogues need instruments to realize The Convention on the Rights of the Child in the daily work and that ICDP can be used as one. The most importent thing after all isn´t what method or programme who will be used. Instead the fact that the work with the adults attitudes in relation to the children, pupils, colleagues and parents are done in an active and consciously way are the main thing. Keywords: The view on children, The Convention on the Rights of the Child, The school and the convention, ICDP

The dissertation research examines the socio-economic and political effects of community-based conservation initiatives within the Bagmara buffer zone community forests of Chitwan National Park, Nepal. In particular, the study investigates the role of buffer zones creation in structuring the way rural property rights have been defined, negotiated, and contested, in reinforcing or reducing patterns of ethnic dominance and exclusion, and in influencing how cultural identities are constituted and renegotiated. Using a political ecology framework with a specific focus on theoretical concepts of environmentality and territorialization, I conducted 12 months ethnographic and quantitative survey field research in the buffer zone communities of Chitwan National Park. I focused on documenting socioeconomic conditions and livelihood practices, and interpreting the meanings of residents’ lived experiences. In addition, I critically examined state and non-state conservation and development practices to understand how they work to produce identities, livelihoods, and landscapes in the park’s buffer zone. The ethnographic study documented diverse impacts of community-based conservation initiatives. One of the major effects is the distribution of costs and benefits, specifically elite capture of community forest and tourism benefits. Second is the existing conflict and potential conflict over the control of access, benefits, and territory based on social and cultural identities. Third is the reproduction of caste, ethnic, and class hierarchies. Fourth is the militarization of communities in and around the buffer zone and community forest. Fifth is the production of environmental and non-environmental subjects such as illegals and poachers. Finally, the sixth is the commodification of conservation spaces and subsequent ecological impacts. The research concludes that the discursive representation of humans and non-humans and the discourses and practices of economic development and biodiversity conservation produced and reproduced a number of negative social, political, and ecological consequences in the buffer zone of CNP. This dissertation concluded that the conservation and development practices are territorial projects to govern people and nature.

Community-based management of natural resource (CBNRM) projects have commonly failed to deliver conservation and development benefits. This thesis examined how the theoretical assumptions of common pool resource (CPR) theory have contributed to the indifferent performance of CBNRM projects. Evidence was gathered from two CBNRM case studies in Zanzibar to show that CPR institutional design does not sufficiently acknowledge the politics or social relations of project sites. Moreover, these limitations reduce CPR theory's explanatory power and the functionality of CBNRM projects. This is because CPR theory's influence on CBNRM projects is to frame people with fixed identities and related interests as 'rational resource users', rather than people enrolled in multiple network relations with differentiated means of influence, interests and responsibilities. Actor-oriented theory is used to show that CBNRM would benefit from a shift in the correlation with institutional design factors to understanding the operation of power and conflict at project sites. These findings suggest that currently CBNRM projects are too mired in concern about regulating the 'direct' relationship between resource users and conservation objectives, with problematic implications. It is shown that actor-oriented theory is more sensitive to the different capacities, interests and strategies of actors in CBNRM institutional transformation processes. While actor-oriented theory does not offer a parsimonious or predictive theory to reform CPR theory or CBNRM policy, it can provide insights into pre-project conditions and emergent practice useful for explaining project interventions.