Mariestad municipality participated in a global competition to become Volvo’s site for a new lithium-ion battery factory. The competition was between eleven different countries and three different locations in Sweden. Aer declaring Mariestad and the site Korstorp as winners, extensive surveys of the site were initiated during which they did a rare find of the protected species the great crested newt. However, Volvo is still planning on going through with building the factory the way they planned, which implies asphalting an area of 140-150 ha and constructing a box like factory of one or two floors. The newts are now under great threat and will have to be moved in order to make room for the factory. Building battery factories is something we strive for on a global scale, but what happens when global sustainability opposes local? In the example of the battery factory in Mariestad Agenda 2030’s sustainable development goals biodiversity and economic growth seem to be in opposition to each other and here it becomes clear that the value of humans and non-humans are different. How are we to remedy the unequal distribution of power and how can we turn the conflict zone in Korstorp into a zone of diplomacy? The convention of the rights of the child became Swedish law in 2020 and here it is relevant taking a look at article 12, which says; “All children have the right to express their opinions, adults shall listen and consider the children’s opinions”. The children are our future and they have to live with our choices. Building in a sustainable manner implies listening to who will be affected. The society’s measurement of success needs to be altered from economic growth to one which everybody has the right to be part of. To reach that place we have to practice at an early age to think and act in a democratic manner. If children feel as if they have been heard they could come to appreciate democratic processes in which they trust their ability to alter the society and feel obligated towards it. Furthermore, the unlimited imagination of children and the fact that they are not yet indoctrinated in the routines and customs of our society might bring the innovation needed to create a new kind of factory in symbiosis with the local environment.

En grupp som har svårt att påverka i samhället är barn. Sedan barnkonventionen blev lag 2020har detta kommit att prägla den svenska stadsplaneringen, då lagen säger att barn ska varadelaktiga i beslut som rör dem. Syftet med uppsatsen är att undersöka hur barn och ungainvolveras i den fysiska planeringen, samt vad barnet har för rätt att påverkaplaneringsprocessen och hur dessa rättigheter tillgodoses. Fokuset ligger på att studera hur treolika kommuner ser på barns delaktighet, vilka tillvägagångssätt kommunerna använder, samtfördelar och utmaningar som följer. Teorierna som ligger till grund genom uppsatsen ärkommunikativ planeringsteori, delaktighetsperspektivet samt rättighetsperspektivet.Uppsatsen bygger på en kvalitativ forskningsmetod, där en flerfallstudie av kommunernagenomförs. Utöver detta är dokumentstudie och intervjuer de metoder vi använder oss av. Idokumentstudien studeras kommunala planhandlingar, och intervjuerna utförs medtjänstepersoner på kommunerna. I intervjuerna uppger samtliga kommuner att de arbetar medbarns och ungas delaktighet i den fysiska planeringen. Kommunerna nämner även att barnsdelaktighet i planeringen medför utmaningar, men de har förslag på hur utmaningarna kanhanteras. Kommunerna har flera olika tillvägagångssätt för att öka barns delaktighet, vilkaanpassas beroende på barnens ålder. De uppvisar även en osäkerhet på hur barnkonventionenska integreras i arbetet. I resultatet framkommer det dock att det finns stora skillnader mellankommunerna och hur arbetet med barnperspektivet ser ut inom planeringen. Slutsatserna somkan dras av resultatet och diskussionen är att samtliga kommuner har mycket kvar att utvecklaoch arbeta med, och att en gemensam utarbetad strategi, med tydliga riktlinjer för hurbarnkonventionen ska implementeras i kommunernas arbete, är något som bör framställas inomen snar framtid. / One group that has difficulty influencing society is children. Since the Convention on theRights of the Child became law in 2020, this has come to characterize Swedish urban planning,as the law states that children must be involved in decisions that affect them. The purpose ofthe thesis is to investigate how children and young people are involved in physical planning,as well as what the child has the right to influence the planning process and how these rightsare met. The focus is on studying how three different municipalities view children'sparticipation, what approaches the municipalities use, and the benefits and challenges thatfollow. The theories on which the thesis is based are communicative planning theory, theparticipation perspective and the rights perspective. The thesis is based on a qualitative researchmethod, where a multiple case study of the municipalities is carried out. In addition to this,document study and interviews are the methods we use. In the document study, municipalplanning documents are studied, and the interviews are conducted with officials at themunicipalities. In the interviews, all municipalities state that they work with children's andyoung people's participation in physical planning. The municipalities also mention thatchildren's participation in planning entails challenges, but they have suggestions on how thechallenges can be handled. The municipalities have several different approaches to increasechildren's participation, which are adapted depending on the children's age. They also showuncertainty about how the Convention on the Rights of the Child should be integrated into thework. The results show, however, that there are major differences between the municipalitiesand how the work with the child perspective looks in planning. The conclusions that can bedrawn from the results and the discussion are that all municipalities have much left to developand work with, and that a jointly developed strategy, with clear guidelines for how theConvention on the Rights of the Child should be implemented in the municipalities' work, issomething that should be presented in the near future.

The purpose of this study was to investigate how the social workers work with the best interests of the child has changed since the incorporation of the Convention on the Rights of the Child(CRC) in 2020. It was also to see how their work with the child's right to participation, and how the social workersroom for action has been affected by the incorporation of the CRC. To answer the questions of the study, we chose a qualitative method. The collected data came from interviews with social workers who work in different areas and in different parts of Sweden. As a theoretical frame of reference, we used the concept of room for action and Lipsky´s theory of grassroots bureaucrats. The results showed that the more the respondents worked with children, the smaller the difference and the less they worked with children, the bigger the difference.Something that has changed since the CRC became law is that there has been greater clarity around the best interests of the child. Something that the study shows is how lack of resources has affected the work with the best interests of the child. The reason why those who work with children did not experience any difference in their work before and after the CRC became law is to some extent due to the social workers working method, the childs need in center (BBIC). / Syftet med denna studie var att undersöka hur socionomernas arbete med barnets bästa förändrats sedan inkorporeringen av barnkonventionen 2020. Syftet var också att undersöka hur socionomerna arbetade med barnets rätt till delaktighet, samt hur socionomernas handlingsutrymme påverkades av inkorporeringen av barnkonventionen. Som teoretisk referensram använde vi oss av begreppet handlingsutrymme samt Lipskys teori om gräsrotsbyråkrater. För att besvara studiens frågeställningar valde vi att använda oss av en kvalitativ metod. Empirin samlades in genom intervjuer med sju socionomer som arbetade inom olika områden inom socialtjänsten och i olika delar av Sverige. Resultatet visade att i de verksamheter respondenterna arbetade direkt med barn blev skillnaden i arbetet mindre medande som arbetade i verksamheter som inte vände sig direkt mot barn märkte större skillnad. En av skillnaderna respondenterna såg sedan inkorporeringen var att det blivit tydligare vad som är barnets bästa. Något som under studiens gång tydligt framkom var hur resursbrister påverkade arbetet med barnets bästa. Anledningen till att de som arbetar med barn inte upplevde någon markant skillnad i arbetet före och efter inkorporeringen av barnkonventionen som lag beror till viss del på arbetsmodellen Barns behov i centrum (BBIC).

This examination paper is about how the Swedish school educates their pupils about the Convention on the Rights of the Child. The purpose is to see, through current literature and research, how the Convention on the Rights of the Child implements in the Swedish society, with main focus on the Swedish schools line of work. The purpose is also to get an insight in how the actual work with the Convention on the Rights of the Child can appear in different schools in Sweden, through interviews with selected teachers.    The method used to complete the research was a qualitative interview study with four teachers, in two different communities in the middle and south of Sweden. The empirical results have been compared to current research and literature on the subject.     The teachers that participated in the analyzing study works with the Convention on the Rights of the Child in different ways, through diverse projects and by mediate the schools basic values through their daily work.    My conclusion is that the Convention on the Rights of the Child is an important part of the schools education program and the pupil’s knowledge about their own rights are significant to insist on. Furthermore, the values of the Convention on the Rights of the Child should be communicated through the schools daily work with the basic values that the curriculum emphasizes.    When Sweden ratified the Convention on the Rights of the Child in 1990, they also agreed to make the Convention commonly known by the population of Sweden. Nevertheless, the lack of knowledge among adults and children in Sweden is a reappearing problem which the UN:s Committee on the Rights of the Child continues to point out as an important part in Sweden’s attempt to actualize the Convention on the Rights of the Child. This makes the schools ongoing work to mediate the Convention on the Rights of the Child to their pupils even more important. Because if the children themselves has a lack of knowledge about their own rights, then who are the rights for? / Detta examensarbete handlar om hur arbetet med Barnkonventionen ser ut i den svenska skolan. Syftet med arbetet är att, utifrån aktuell litteratur och forskning, få en bild av hur Barnkonventionen implementeras i det svenska samhället, med fokus på skolans verksamhet. Syftet är dessutom att, genom intervjuer med utvalda lärare, få en inblick i hur arbetet med Barnkonventionen kan se ut på olika skolor i Sverige.    Metoden som har använts för att genomföra undersökningen är en kvalitativ intervjustudie som är genomförd med fyra lärare i två olika kommuner i mellan respektive södra Sverige. Det empiriska resultatet har jämförts med aktuell forskning och litteratur på området.    Lärarna som medverkat i den undersökande studien arbetar på olika sätt för att förmedla Barnkonventionen till sina elever, genom olika former av projekt och genom förmedling av skolans värdegrund i det vardagliga arbetet.    Min slutsats är att Barnkonventionen är en viktig del i skolans arbete och elevernas kunskaper om sina egna rättigheter är viktiga att framhålla. Dessutom ska Barnkonventionens värderingar förmedlas genom skolans dagliga värdegrundsarbete.    Genom att Sverige ratificerade Barnkonventionen år 1990, skrev man också under på att göra den allmänt känd hos landets befolkning. Trots det är den bristande kunskapen bland barn och vuxna i Sverige en återkommande punkt som FN:s barnrättskommitté tar upp när det kommer till Sveriges arbete med att förverkliga Barnkonventionen. Detta gör att skolans arbete med att förmedla Barnkonventionen till sina elever blir ännu viktigare. För om inte barnen själva har kunskaper om vilka rättigheter de har, vem är då rättigheterna till för?

The aim of this study is to contribute to increased knowledge about educators' perceptions of children's rights and how they perceive that it is worked with in preschool. The method used in the study is a semi-structured interview, in which six educators participated. In this essay, we will use the term pedagogues when we refer to those who work in children's groups, the term includes both trained preschool teachers and all other staff. The result shows that the educators have a desire to work and learn more about the Convention on the Rights of the Child. The study also shows that the work with children's rights is usually about what approach one has rather than knowledge and understanding. The teachers' ideas about the subject reflects an uncertainty, which can contribute to children in preschool not being aware of their rights. / Syftet med denna studie är att bidra till ökad kunskap om pedagogers föreställningar av barns rättigheter och hur de upplever att detta arbetas med i förskolan. Metoden som använts är semistrukturerad intervju, där det deltog sex pedagoger. I denna uppsats kommer vi att använda begreppet pedagoger när vi benämner de som arbetar i barngrupperna, i begreppet ingår såväl utbildade förskollärare som all övrig personal. Resultatet visar på att pedagogerna har en vilja att arbeta och lära sig mer om barnkonventionen. Studien visar även att arbetet med barns rättigheter till större delen handlar om vilket förhållningssätt man har snarare än kunskap och förståelse. Pedagogernas föreställningar kring ämnet speglar en osäkerhet vilket kan bidra till att barn i förskolan inte blir medvetna om sina rättigheter.

The Swedish government issued a statement in 1999, which included that all sports should be conductedfrom a child's rights perspective. This, among other things, involved an ambition to increase children'sand young people's influence on and responsibility for their sporting activities. As sport has beenproblematized as being driven by adults, much emphasis has been placed on how sports clubs work toincrease children's and young people's opportunities to become involved in sports clubs themselves. Thepurpose of this study is to investigate in what ways sports clubs in Northern Sweden work with theinclusion of young people in decision-making processes. The approach we used to collect data wasthrough semi-structured interviews, where we interviewed eight chairpersons in sports clubs’ boards.Data was analyzed with thematic analysis. The results show that clubs are working to create basicconditions, which are described as being prepared to include young people, being attentive to whatchildren and young people want to do, or have opinions about, asking for their opinions, as well as usingmethods to allow children and young people to express themselves, whose opinions form the basis ofdecision-making processes. The results also show that sports clubs have established absolute conditions.This means that children and young people are included in decision-making processes and shareinfluence and responsibility with adults, by, for example, having young people on their board or havingincorporated youth sections, which often get the opportunity to run projects and activities bythemselves. On the other hand, the sports clubs argue for prioritizing the issues in which children andyoung people should be included based on the idea that they understand their responsibility as adultsand have a comprehensive view of the sports clubs’ major areas of responsibility such as finance, staff,and safety.

Three years ago (2020) the Convention on the Rights of the Child (CRC) became law in Sweden. The social service in every municipality has a responsibility to take the children's best into consideration in cases that concern the child. When working with adults, children have to be considered as well. As a social service secretary, it is important to know how to interact with both adults as well as children. It is also important that the secretary implements a childperspective when making an assessment. The CRC is essential to allow the children to be heard as well as to be able to have an impact on decisions that affects them. The four basic principles in CRC are non- discrimination (article 2), the best interest of the child (article 3), the right to life and development (article 6) and having respect for the child's opinion (article 12). This paper is a qualitative study where the aim is to examine how the secretary in social services, on the addiction adult unit, works to achieve the CRCs basic principles in their daily undertakings. The four basic principles are analyzed through CRC and general systems theory to make an assumption as to how the addiction adult unit in Malmö implements the CRC. Five caseworkers on the addiction adult unit were interviewed whereof three is child rights representatives. The result shows that it is up to each secretary to take the CRC in consideration when their client has a child. The lack of knowledge of what all the different units in social service do, is one reason why the cooperation between the units is hard, and sometimes unmotivated. The child rights representatives on the addiction adult unit are working on educating their colleges on how they are supposed to manage a case where the client has a child. At present, the CRC is not perceived to be implemented in the daily work at the addiction adult unit in Malmö. Previous research points to this being the case in more areas within both laws and other operations.

Barnkonventionen har blivit lag, vilket ställer högre krav på elevers utbildning. För att elever ska bli respektfulla medborgare som tar hänsyn till andramänniskor utifrån de mänskliga rättigheterna, behöver lärare implementerabarnkonventionen på ett adekvat sätt i undervisningen. Kommunikation är enmetod som kan informera och fördjupa elevers förståelse och kunskaper omrättigheterna. Samhällskunskapslärare använder olika former avkommunikation vid arbete med barnkonventionens innehåll. Syftet med dennastudie var att synliggöra lärares arbete med att implementerabarnkonventionen i samhällskunskapsundervisningen. Studiens teoretiskaramverk och konkretiserade frågeställningar, låg till grund för denundersökning som gjordes. Data samlades in genom fem semistruktureradeintervjuer med ett målstyrt urval av lärare som undervisar årskurs 4–6 isamhällskunskap. Insamlade data transkriberades och analyserades utifrånfrågeställningar och det teoretiska ramverkets begrepp: förstå, kunna och vilja.Resultatet visar att lärare arbetar med att implementera barnkonventionen isamhällskunskapsundervisningen med varierande motivation. Projekt ochtemaarbeten framställs som bra arbetsmetoder för aktuell årskurs ochgemensamma diskussioner används som stående inslag. Resultatet indikerardock på att det kan finnas behov av organisatoriskt stöd i arbetet med attimplementera barnkonventionen i undervisningen. / <p>Godkänd 2023-06-07</p>

In the light of the Convention on the Rights of the Child gaining legal status in Sweden this thesis examines the implementation of the convention on a municipal level, specifically the implementation of Article 12 and children’s right to participate in all matters affecting them. With this purpose objectives and means are examined and compared between two municipalities: the municipality of Uppsala and the municipality of Örebro. By creating a frame of analysis based on previous research and theory on children’s participation, a text analysis has been conducted on key municipal policy documents and a case study has been conducted of municipal channels for participation. In conclusion the implementation of Article 12 differs between the municipalities where the responsibility to realize children’s right to participate is a shared responsibility in Örebro municipality in comparison to Uppsala municipality where the responsibility lies with some departments. In Örebro municipality children’s participation is often defined as a right while it in Uppsala municipality often is defined as an instrument to reach other goals. The case study emphasizes the importance of critically examining who actually participates in initiatives for children’s participation, who has power over the agenda and with what effects. For the realization of children’s right to participate initiatives must be inclusive, important and with clear intentions and effects.

This study aims to describe and analyse the ideas behind and the function of the NGO Maskrosbarn’s advocate services for children (barnombud) during child welfare investigations. The main focus is the advocate services relation to children’s participation. The study has a qualitative case-study approach and contains documents from the local authorities and interviews with eight representatives in six different positions such as child advocates, youth and social workers. An analysis has been made using Shier’ (2001) and Hart’s (1992) theories of child participation and theories about human service organisations (Hasenfeldt, 1983), the New Institutional Theory (Meyer &amp; Rowan, 1977) and the street-level bureaucrat theory (Lipsky, 1980). One main obstacle for child participation in child welfare investigation, shown in the study, is organisational conditions and social workers’ position in public authority. By creating a relationship built on trust, the child advocate supports the child in the investigation process and has the ability to increase the child’s participation and thereby overcome the gap between the social worker and the child. This study highlights the importance of an active cooperation between the child advocate services and the social services, and also of a shared view on the meaning of participation.