By research and interpretation of official documents published by the Swedish Ministery for Foreign Affairs and the Swedish International Development Cooperation Agency (Sida), this thesis aims to understand and shine a light on the symbols that shape the Swedish public aid culture and how these symbols function in a narrative of what Swedish aid to the Democratic Republic of Congo is and is not. The theoretic framework leans on both the symbolic/interpretative anthropology of Edward Bruner, Clifford Geertz and Sherry Ortner; Omar Lizardo's more contemporary writing on the power of symbols; and Jerome Bruner's psychological perspective on symbols. The conclusion is that Swedish public aid appears to use a set of symbols and a narrative anchored in arbitrary parts of Sweden's and Congo's mutual history to conjure up the image of a dark and dangerous Congo in contrast to the knowledgable and good Sweden.

The purpose of this study is to see the factors that shape and create the desirable child in the teachers' speech regarding conflict and conflict management. We have chosen to use discourse analysis based on social constructionism and poststructuralistic language theory to see the discourses that had an active part in the teachers' approach.  We have chosen to use Foucault's power theory to investigate what power structures and power relationships are shown in the pedagogues' speech about conflicts. We have also chosen to use Eva Johansson's study (2013) on children's perspective to investigate whose perspective is expressed in conflict management situations. To collect the empirical data, we have chosen to use qualitative interviews that we analyzed from a discourse analysis perspective. What we have found in the study is that the desirable child is created in conflicts through interconnected discourses that reacts and interacts. These discourses are based on the educators' views on conflicts, rules and the environment, and form the corners of our model which can be seen in the discussion where we highlighted this. The pursuit of the desirable and democratic child as an ideal is conveyed by the curriculum and followed by the educators. The study's results show that the educators assume a traditional view of conflicts and their management, despite attempting to approach an alternative view.

This is a comparative study of how the concept of democracy is presented in textbooks for Civics education used in basic adult education and secondary school. The method used in the study is a qualitative text analysis and the theoretical framework is based on the democratic ideal models electoral, participatory, and deliberative democracy. The analysed material consists of four textbooks: two books used in adult education and two used in secondary school. The study shows that electoral aspects of democracy are clearly dominant in the textbooks used in adult education, while both electoral and participatory aspects are more salient in textbooks used in secondary school. Deliberative aspects are the least common in all textbooks.

Kunskapsöversiktens syfte är att belysa bildpedagogik genom kritisk pedagogik, identitet och identitetsskapande. Detta undersöker vi genom utvalda artiklar, där vi lyfter fram de olika metoderna och resultaterna i artiklarna. Genom en systematisk undersökningsprocess hittade vi och valde ut artiklar som är relevanta för vårt syfte. Resultatet visar att de valda artiklarna har alla inkludering i åtanken, men på olika sätt. De skriver om att nå ett inkluderande klassrumsklimat, men skiljer sig åt i teorier och metoder. Artiklarna utgick ifrån bild-, kritisk-, feministisk-, bisexuell-, ‘Atkinsons’- och ‘slow pedagogy’. Tabitha variety Patience Millet skriver i sin artikel Queering the Art Classroom: Queering Matters (2019) om professor Dennis Atkinsons pedagogiska metoder, som en teori inom kritisk pedagogik. Syftet med dessa pedagogiska teorier är att fokusera på elevernas processer och hur eleverna utvecklar deras kritiska tankar i bildämnet. Vi drar paralleller till den svenska Läroplanen för gymnasieskolan (2011), för att kunna sätta den internationella kontexten i en nationell kontext, i jämförande syfte. Genom analyser av studiens material kan vi se att många av artiklarna har ett liknande fokus eller tema. Med andra ord, för att skapa tolerans i klassrummet genom samtal och uppgifter som främjar normkritiskt tänkande. Detta för att nå önskad inkludering. Avslutningsvis visar artiklarna av Keifer-Boyd (2007); Nathanson (2009); Page (2017); Payne (2010); Yescavage och Alexander (1997); Zebracki (2020) på implikationer för vår yrkesprofession genom exemplifieringar av konsekvenser gentemot läraren, som diskuteras i underrubriken konsekvenser inom bildpedagogik och kritisk pedagogik.

The core value of any democracy is the right to freedom of expression and thought. In a system of representative democracy, the citizens vote in regular elections to choose a representative to best govern their interests. Of importance is a chance for citizens to have insight into how the public authorities exercise the power given to them. The principle of public access to information is a fundamental principle in Sweden’s form of government and is supposed to ensure transparency regarding public sector activities. One way to achieve transparency is with the possibility for officials to report alleged illegal, immoral, or illegitimate practices directly to the organization, an act known as whistleblowing. The question of possible corruption in Swedish municipalities has become a topic of discussion. A concern for an extensive silence within the public sector from numerous actors such as media and labor organizations has also arisen.  The contribution of this study is to analyze and evaluate the possibilities provided by Swedish municipalities to encourage internal whistleblowing, as previous research stresses its value for the organizational integrity and ethical climate. Applying a qualitative method, the aim of this thesis is to empirically study policies and documents for implemented whistleblowing systems in Swedish municipalities. The results show that the ways vary in which it is made possible for public employees to blow the whistle within their organization. Most of the reporting channels are managed within the municipality. Possibilities for external reporting, which could strengthen review of reported wrongdoings, are limited. The used definition in Swedish municipalities mainly refers to corruption as a behavior that violates the law. The definition is problematic as it might fail to detect other forms of corruption such as nepotism, cronyism, or discrimination. Implemented whistleblowing systems do not guarantee a high sense of protection for a reporting person. A fear of retaliation could therefore have the effect of employees not reporting. The results of this thesis are of great importance as it shows that Swedish municipalities might not gain information of potential wrongdoings and unethical practices.

Denna studie beskriver utmaningar för socialt arbete mot barnarbete inom ASM-gruvarbete i Afrika. Detta är gjort genom en strukturerad litteraturöversikt där nio av 192 artiklar valdes ut, vilka tillsammans redovisar en översikt av existerande data. Uppsatsen är ämnad att tematiskt analysera omständigheter kring barnarbete i gruvor i Afrika, och hur förhållandet gällande socialt arbete mellan västerländska och afrikanska länder kan förstås avseende barn som arbetar med mineralbrytning i Afrika. Förhållandet mellan Afrika och västvärlden konkretiseras genom Demokratiska republiken Kongo (DRK) och koboltkedjan. Utgångspunkten för studien är barnkonventionen. Analysen diskuterar vad som behöver tas i beaktning för att uppnå hållbara förändringar. Studiens slutsats är att perspektiv på barnets bästa och barnarbete skiljer sig beroende på social kontext, vilket leder till utmaningar för socialt arbete mot barnarbete. Samarbetet mellan västvärlden och Afrika behöver stärkas än mer för att uppnå hållbar utveckling. / This study depicts challenges in social work against child labour in artisanal and small-scale mining (ASM) in sub-Saharan Africa. It is made through a structured review where nine of 192 articles were selected, which together provides an overview of existing data. The paper is aimed to thematically analyze circumstances of child labour in mines in Africa, and how the relationship of social work between Western and African countries can be understood regarding children mining in Africa. The relationship between Africa and the Western world is concretized through the Democratic republic of Congo (DRC) and the cobalt chain. The approach in this article is based on the Convention on the Rights of the Child. The analysis discusses what should be considered to achieve sustainable changes. It concludes perspectives on best interest of the child and child labour differs depending on the social context, leading to challenges for social work against child labour. Greater cooperation between the western world and Africa is needed for sustainable development.

Conflicts have been present in the eastern Democratic Republic of Congo (DRC) for many decades. The demand for the country's natural resources in combination with unstable state power and the presence of armed groups are the reasons why sexual and gender-based violence (SGBV) has continued to petrify the local communities. It is used as a systematic weapon to terrorize, humiliate, and intimidate civilians and to destroy communities and families. The aim of this study is thus to investigate the conditions for reproduction of SGBV in DRC as well as its individual and structural consequences. The results of this literature study are analyzed based on the following theoretical approaches: doing gender, toxic masculinity and “the established and the outsiders”. The study, with an integrative approach, shows that there are numerous consequences both for the women and the society, including for example fistulas, gunshot wounds, death, anxiety, depression, rejection, and stigmatization. The results also show that the efficiency depends, among other things, on how culturally integrated the sexual violence is and that it is allowed to reproduce due to gender norms. The violence has unifying effects on members of the armed groups where hypermasculine characteristics are rewarded. Overall, it can be stated that the situation is complex and SGBV is a destructive element in the conflict. The violence is a consequence of prevailing structures while contributing to their maintenance. The study therefore contributes with knowledge about the driving factors behind sexual violence in war and shows the importance of gender norms in its reproduction. / I östra Demokratiska republiken Kongo (DRK) har konflikter varit närvarande i många decennier. Konflikten om landets naturresurser, i kombination med en instabil statsmakt och närvaron av beväpnade grupper är anledningen till att användandet av sexuellt våld fortsatt lamslå lokalsamhällen. Det används som ett systematiskt vapen för att terrorisera, förödmjuka och skrämma civila och för att splittra samhällen och familjer. Syftet med studien är att förstå och förklara vilka faktorer som reproducerar brukandet av sexuellt våld som ett vapen i krig samt dess individuella och strukturella konsekvenser. Detta görs genom en litteraturstudie och resultaten analyseras utifrån följande teoretiska begrepp: att göra kön, toxisk maskulinitet samt etablerade och outsiders. Litteraturstudien, som har ett integrativt förhållningssätt, visar att det finns många konsekvenser både för kvinnor och samhället: fistlar, skottskador, död, ångest, depression, exkludering och stigmatisering är några exempel. Resultaten visar också att effektiviteten bland annat beror på att det sexuella våldet är djupt rotat i kulturen i DRK och reproduceras av rådande könsnormer. Våldet har förenande effekter på medlemmar av de beväpnade grupperna där hypermaskulina egenskaper premieras. Sammantaget kan det konstateras att situationen är komplex och det sexuella våldet är ett mycket destruktivt inslag i konflikten. Våldet är en konsekvens av rådande strukturer samtidigt som det bidrar till upprätthållandet av dem. Studien bidrar därför med kunskap om de drivande faktorerna bakom sexuellt våld i krig samt visar på könsnormers betydelse för reproduktionen av det.

This study aims to increase the understanding of the complexity regarding how teachers handle and promote students’ right in relation to their professional roles within the school. This qualitative study is based on semistructured interviews with eight student teachers who are studying to become middle and highschool teachers. The reaserachquestions used to reinforce the studies purpose are the following: ”What experiences have teacher education students had regarding challenges in the classroom concerning students' freedom of expression, and what strategies did they use to adress theese?” and ”How do the student teacher think these challenges will shape their roles as future teachers?”. The results show that there is a wide variety in student teachers' experiences of challenges and solutions regarding freedom of expression and other similar democratic values in the classroom. These experiences turn out to have a great impact on the student teachers' attitudes toward their future profession. This study underscores the importance of supporting and guiding student teachers through challenges related to democratic values in the classroom.

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.