Syftet med denna kandidatuppsats i retorik är att söka svar på hur svenska UNICEF kommunicerar på det sociala mediet Facebook för att påverka människor till att skänka pengar och skapa identifikation med mottagarna. Uppsatsen använder sig av en neo-aristotelisk analysmetod för att analysera hur mottagare påverkas att bidra till organisationens verksamhet. Appels föreslagna identifikationsmetodansats tillämpas för att analysera vilken publik som kan antas skapa identifikation med UNICEF Sverige. Analysen genomfördes på fyra slumpvist utvalda inlägg innehållande text och bild, vilka publicerades på  organisationens Facebook-sida i februari 2017. Resultaten visar att UNICEF Sverige uppmanar till handling eller kommunicerar med mottagarna, vilka påverkas främst genom att inläggen talar till förnuftet. Organisation vänder sig främst till en publik som värdesätter och prioriterar barns välmående. Detta visades vara den publik som främst kan tilltalas av inläggen och som främst kan skapa identifikation med UNICEF Sverige för att bidra ekonomiskt till organisationen.

Development communication campaigns are often carried out to look good and remain ascribed to what has been referred by some authors as communication about development, where communication actions tend to remain a one-way process to legitimize donors’ accountability and promote visible deliverables.  Communication for development (C4D) is understood as a powerful tool that will give voice to the marginalised, opening up for a much wider participation of people to decision making processes and choices that could affect their lives, directly promoting good governance.  This degree project looks at how C4D has been utilised by the United Nations Children’s Fund (UNICEF) in its development interventions and in one communication campaign, in order to answer the main research question of the project: to what extent C4D can lead to a more inclusive development communication? In particular, this project will look more closely at a case study, a recent communication campaign jointly developed by the African Union, the European Union and UNICEF called #YourVoiceYourFuture. Through qualitative interviews with UNICEF staff working on communication and C4D and the analysis of the case study #YourVoiceYourFuture campaign, this degree project tries to investigate how UNICEF has continued including C4D principles in its interventions. Moreover, through the case study analysis, this degree project will look at how C4D principles can be embedded in development communication actions in order to create more inclusive campaigns, with a wider impact and a higher chance to promote social change.    The case study will also show that in order to increase the reach of the campaign, UNICEF’s use of U-Report was instrumental to create an ‘invited space’. Thanks to U-Report, a two-way engagement with the audience was established, sharing young people’s opinions in Africa and Europe and giving them a voice and allowing them to influence political outcomes at the AU-EU Summit in February 2022. The degree project will conclude by recommending that future communication campaigns should consider including C4D principles in their making, in order engage better with audiences and lead to more inclusive results.

Medier är något som vi dagligen interagerar med i olika sammanhang och det som vi ser i media påverkar hur vi uppfattar verkligheten och olika aspekter av den. Eftersom media har inverkan på vår verklighetsbeskrivning är det därför viktigt att det som visas i media är så objektivt och verklighetsnära som möjligt. I denna studie avser vi att undersöka hur Unicef Sverige framställer afrikanska barn i sina reklamfilmer tillhörande kampanjen ”Bli världsförälder”. Syftet är att identifiera dolda diskurser i framställningarna och undersöka om dessa bidrar till en stereotypisering av afrikanska barn.  En kvalitativ metod är tillämpad i studien och med hjälp av en multimodal kritisk diskursanalys har det empiriska materialet varit möjligt att analysera. Analysschemat är utformat med teorier från Ekström och Machin (2019) och för att kunna tematisera och tolka resultatet har teorier som representation och semiotik använts. Resultatet visade att det gick att identifiera dolda diskurser i det empiriska materialet. Dessa är ”Det är bråttom - din hjälp behövs”, ”Det ledsna, gråtande barnet”, ”Det nakna och fattiga barnet”, ”Barn i sjukhusmiljöer” och ”Det utsatta barnet”. Det gick att finna likheter mellan analyskomponenterna i de olika filmerna och diskurserna framställer de afrikanska barnen som fattiga, utsatta och hjälplösa. Det gick också med hjälp av analysen att dra slutsatsen att de diskursiva temana strategiskt är konstruerade av Unicef för att påverka mottagaren och öka givandet. Vidare visade resultatet att den konstruktionen riskerar att befästa en stereotypisk bild av de afrikanska barnen som fattiga, hjälplösa och maktlösa.

Syftet med denna studie är att få mer kunskap om hur lärare i F-3 kan arbeta systematiskt i ämnet samhällskunskap för att implementera och förankra Barnets rättigheter hos eleverna. Ansatsen är kvalitativ och våra teoretiska perspektiv är pragmatismen och sociokulturella med utgångspunkt John Dewey och Lev Vygotskij. Resultaten visar att det finns en stark vilja bland lärare att förmedla färdigheter till sina elever som rättighetsbärare. Slutsatsen är att det verkar finnas brist på stöd av material för att implementera och förankra Barnets rättigheter hos eleverna. Lärare verkar av den anledning undervisa utifrån erfarenhet och externa material och arbetar enbart med barnkonventionens artiklar vid tillfällen som FN-dagen och internationella barndagen. / The purpose of this study is to gain more knowledge about how primary school teachers can work systematically with children's rights in the subject social studies to implement and anchor the Child’s rights in pupils. The approach is qualitative, and our theoretical perspectives are pragmatism and sociocultural based on John Dewey and Lev Vygotsky. The results show that there is a strong will among teachers to impart skills to their pupils as rights holders. The conclusion is that there seems to be a lack of support for materials to implement and anchor the Child’s rights in pupils. For this reason, teachers seem to teach based on their experience and external materials and only work with the articles of the convention on occasions such as UN-Day and International Children's Day.

The invasion and occupation of Iraq in 2003 has caused an explosion in, crime and corruption.The vacuum of an Iraqi authority was visible and prominent after the invasion because of thisa wave of looting and robbery spread throughout the country. Iraq is the country with theenormous oil wealth, but despite its significant oil value, there is not enough supply foryounger generations stuck in the conflict in Iraq. Several years after the US-led invasion,violence has increased, life expectancy has dropped, and children are living in total collapse.Iraq has become one of the worst countries for children in the Middle East. Several publicbuildings, hospitals and schools were left unprotected, which stimulated theft and burglary.The collapse of Iraq's health infrastructure has had detrimental effects on children's physicalhealth, domestic violence, and malnutrition of children in desperate poverty forcing manychildren to drop out of primary school. The number of children dying has increased terriblydue to the war and its aftermath. One in 25 children in Iraq dies before reaching their fifthbirthday. Based on qualitative discourse analysis, I came to the conclusion that it is clear thatseveral thousand children if not millions of children in Iraq are suffering because of Iraq's warhistory. 2003 occupation made it worse for the children such as being tortured, killed, raped,lost part of their bodies and forced to flee their homes and for their lives. Some children haveseen their relatives die in front of them, or at least have seen a dead person, it is also obviousthat these children will have psychological trauma for life.

This paper represents original research in the UNICEF archives and illuminates the case study of this particular intergovernmental organization (IGO) during the period of the Korean War through the Vietnam War (1948-1975). It investigates the complex issues raised by the intersection of power politics and humanitarian impartiality. It argues that historians must take intergovernmental organizations (IGOs) and international non-governmental organizations (INGOs) seriously in their attempt to accurately interpret the historical record. The story of UNICEF during the Korean War charts a familiar narrative where superpower rivalries served to derail the good intentions of this purportedly impartial intergovernmental organization. However, the case study of UNICEF in Vietnam is a surprising example of the rising influence and impact of IGOs and INGOs on the international scene. By balancing its associations across the East-West divide and riding a wave of increasingly international sentiment worldwide, UNICEF navigated a treacherous political arena and realized new heights of its goal of impartiality even before the cessation of war in Vietnam. In a dramatic show of their expanding influence, UNICEF played a pivotal role in improving relations between the United Nations and North Vietnam. / History

For centuries, the Bajau people sailed the seas between what we now refer to as Indonesia, Malaysia, and the Philippines on houseboats of their own construction. Adept sustenance divers, they forage the sea floor for sea cucumber, fish, black coral and more, often spending over 60% of their working day underwater. On a single breath, the best of them can reach depths of 70 feet, stay submerged for five minutes, and see twice as well as we can. These activities, learned and transferred over generations, have prompted genetic adaptations that allow the Bajau to survive and thrive amphibiously. The Bajau are now being targeted by States and NGOs to receive education aid. Indonesia, as a signatory of the UNICEF Convention on the Rights of the Child, has sought to provide primary education to all children. Although well-intended, such efforts presuppose the Bajau are not capable of adequately educating their own children, and have prompted their mass sedentarization. Such attempts to help are predicated on the notion that education must occur in land-based schools, which has potentially devastating consequences for sea-centric people such as the Bajau, for which mandating attendance in land-based schools constitutes a threat of epistemicide. Such solutions threaten geographically mobile people because their lifestyle is taken up as a problem to be solved, molded to fit with education developers’ conceptions of education. This preoccupation with movement as a problem detracts from serious consideration of the unique learning needs, livelihoods, and values of mobile aid recipients. Instead of learning from Bajau ways of knowing and being, we’ve sought to assimilate them. Instead of helping them become self-sufficient, education is rendering them reliant on the State. Moving people into dependence is not what the State intended or the Bajau desire. Human movement is complicated the politics of nations now more than ever before. Governments use education specifically to gain control over people living in movement via spatial, social, and cultural manipulation. Nomads and refugees – among the most marginalized social groups in this globalized era – expose tension between two otherwise-agreeable maxims: that all cultures are valuable and deserving of respect, and that all children have a right to a quality education. Because common conceptions of education involve sedentary schools, the education provided to moving people is often hegemonic or neocolonial. What’s done is done – the Bajau who have sedentarized cannot return to a nomadic lifestyle. They did so to access education that can help them transition their intellective competencies to life on land and survive in new social and environmental contexts. The education they have been provided has fallen short, in large part because Bajau leaders and teachers have been excluded from planning processes or involvement otherwise. This study seeks to make legible the wisdom and ways of life of communities of once-nomadic Bajau people who have sedentarized in Southeastern Sulawesi, as well as the role ethnopedagogies play in sustaining and revitalizing their epistemo-ontologies. What perspectives and practices belong to their epistemes and ontologies? How are their epistemes being sustained, revitalized, and reduplicated cross-generationally? How are Bajau people sedentarized in Southeastern Sulawesi making use of schools, teachers, and curricula provided by the Indonesian State, and how have Bajau people and wisdom been incorporated into them? To contribute to the understandings of theorists, ethnographers, government policymakers, non-governmental development workers, inter/national education development practitioners, nomads and other displaced people, Bajau leaders, and interested others about how the provision of sedentary schooling has impacted and could better respond to the expression and transmission of culturally situated wisdom and ways of life of Bajau people, this ethnographical study provides thick description in the form of vignettes that offer insight into the experiences of people in Bajau communities in Southeast Sulawesi. In so doing, the vignettes also support calls for rethinking teacher recruitment, preparation, placement, and retention, school design and use, academic calendars, and more. The vignettes enable this study to explore pedagogical models that have the potential to sustain and perhaps even revitalize culturally situated wisdom.

This thesis constitutes a theory-guided case study of development communication and communication for development usage within different agencies at the United Nations. The study initially presents theories on development communication and communication for development, as interpreted, explained, and defined by researchers within the field. Then, the thesis applies the theories on development communication and communication for development to cases within the United Nations. The cases included in the study are; the United Nations Children’s Fund (UNICEF), the United Nation’s Educational, Scientific, and Cultural Organization (UNESCO), the United Nations Development Programme (UNDP), and the Food and Agriculture Organization of the United Nations (FAO). The results of the study demonstrate that; UNICEF utilizes development communication and communication for development in a manner that is in line with the definitions laid forth by Quebral as well as Fraser and Restrepo-Estrada. There is a connection between the way UNESCO uses development communication and communication for development and the theories put forth by Fraser and Restrepo-Estrada as well as Waisbord. The theories of Quebral and Waisbord are applicable to the work carried out by the UNDP. And lastly, the way in which FAO utilizes communication for development is in line with the definitions laid forth by Quebral as well as Fraser and Restrepo-Estrada.

This study is exploring how social workers working for the Social Services in the Stockholm area, experience the United Nations Convention on the Rights of the Child (UNCRC), which has become part of the Swedish law. The Social workers that participated in the study, are working with children that are being abused or witnessing abuse in their home environment. The students of the study focus on how the social workers think the new law can affect them in their work with the children. Furthermore, this study wants to investigate, if the new law can give the social workers a different approach when working. There were six social workers that participated in the study from different Social Service offices within the Stockholm area. The result of the study showed that the social workers were positive towards UNCRC becoming part of the Swedish law, but they illustrated having a low trust in how it will affect them in the practical work. However, collaboration with the welfare system, could make a difference on the children's future. The social workers also explained, that with the right knowledge, they could intercept the abused kids in their home earlier and faster.

Detta arbete har undersökt fredsduvan som symbol i ukrainska krigsaffischer och vilken påverkan dess gestaltning får för slut resultatet. Syftet med arbetet var att skapa en djupare förståelse i hur en traditionell symbol, i detta fall fredsduvan, kan användas för att skapa en opinion för ett specifikt ändamål. Studien har genomförts genom en kvalitativ metod i form av en semiotisk visuell analys där materialet undersökts genom denotation och konnotation för att slutligen sättas i relation till det teoretiska ramverket. Teorin som applicerats är bland annat representation, semiotik och propaganda. Resultatet visar att fredsduvan tar på sig olika roller beroende på den kontext den gestaltas i men gemensamt för samtliga affischer är att den tydligt tar ställning för Ukrainas sak och den blir en symbol för att bygga upp sympatier i västvärlden. Som en del av mitt examensarbete har jag också gjort en medieproduktion. Syftet med denna var att göra om illustrationerna till Unicef Ukraina och Dzerelos befintliga broschyr ”Förvärvad funktionsnedsättning hos ett barn. Tips till föräldrar och pedagoger” med en mer positiv och inkluderande gestaltning av barn med funktionsnedsättning, samt att genom illustrationerna att inspirera och skapa en känsla av hoppfullhet hos målgruppen. / This thesis has investigated the dove of peace as a symbol in Ukrainian war posters and what affect its depiction have for the final result. The aim of the thesis was to create a deeper understanding of how traditional symbols, in this case the dove of peace, can be used to create an opinion for a specific purpose. The study was performed through a qualitative method in the shape of a semiotic visual analysis where the material was analyzed by using denotation and connotation and finally put in relation to the theoretical framework. Applied theory includes representation, semiotics, and propaganda. The result shows that the dove of peace takes on different roles depending on the context it is depicted in, but all posters have one thing in common and that is that it takes a clear stand for Ukraine’s cause, and it becomes symbol to create sympathy in the western world. As part of my degree project, I have also done a media production. The objective of this was to redo the illustrations for Unicef Ukraine and Dzerelo's existing brochure "Children with Acquired Disabilities. Guidelines for Parents and Professionals" with more positive and inclusive portrayal of children with disabilities, as well as to inspire and create a feeling of hope among the target group through the illustrations.