The aim of this bachelor thesis was to examine how the Swedish- and American daily press portrayed the young activist Greta Thunberg in their news coverage between the period of August 2019 and October 2019. Our research questions purposely intend to define how Greta Thunberg gets depicted, and to which extent the daily press insinuate her to be the face the climate movement through personation. By defining these aspects, we can therefor highlight and compare any similarities and differences presented. In order to fulfill the purpose of the study, we used a framing analysis to a selection of 66 news articles in total. These were divided by two different newspapers from each country; 21 articles from Dagens Nyheter, 24 articles from Svenska Dagbladet, 11 articles from The New York Times and 10 articles from The Washington Post. Each article was coded and categorized using a coding scheme until no more patterns or themes could be detected. Our study shows that both the Swedish- and the American daily press portrayed Greta Thunberg as a leading figure and the face of the new global climate movement. Both countries also portrayed those in power as the main cause of the problem and Thunberg and her advocacy as the resolution.

I denna artikel undersöker författarna hur lekfullhet och humor kan användas i en animation för att uppmärksamma miljöfrågor, med syftet att uppmuntra publiken till engagemang och diskussion. Teman som tas upp i artikeln är symbolism och hur det kan användas för att skapa en djupare mening med gestaltningar, olika metoder som uppmuntrar till kreativt arbete, samt de olika källor som undersökningen har baserats på. Undersökningen fokuserar på miljöförstöring i Östersjön, och hur försurning av havet kan gestaltas. Den resulterande gestaltningen som gjorts i samband med undersökningen är en stop-motion inspirerad animation målad i akvarell. / In this article, the authors explore how playfulness and humour can be used in animation to draw attention to environmental issues, with the aim of encouraging audience engagement and discussion. Themes addressed in the paper include symbolism and how it can be used to create deeper meaning in illustrations, different methods that encourage creative work, and the different sources on which the research was based. The research focuses on environmental degradation in the Baltic Sea, and how the acidification of the sea can be portrayed. The resulting artwork made in connection with the research is a stop-motion inspired animation painted in watercolour.

To be educated in global climate issues can be challenging for pupils. This may contribute to anxiety and feelings of helplessness. Global climate change may also be a challenge for educators to convey to young learners, f-3. Educators can experience various problems when it comes to teaching about climate issues. The subject of climate change is a broad and complex area, according to the studied material in our thesis. Studies indicate that each individual's past experience and environmental approach represents a starting point and has an impact on the way to teach the subject. The purpose of this essay is to gain a wider knowledge of the difficulties that teachers describe when it comes to teaching about global climate issues in primary school. The question this thesis will be based on is the following: How do primary teachers reason about education in complex sustainability issues and pupils "climate worries?” In order to answer our question, we have performed an empirical study in form of a semi-structured interview. The empirical material consists of four interviews. To analyse our empirical work, we have used a content analysis. Because of the timeframe and access to schools to perform the interviews, our empirical data is limited. The result of our empirical data shows that teachers see difficulties, but also possibilities in teaching about climate issues. One possibility is that by getting to know your pupils and by being able to "read" their reactions, the teacher can plan their education in an effective manner. The results of our study and analysis also indicate that teachers believe that their pupils need to use their emotions, when they are learning about global perspectives like climate issues. A minor part of our study indicates that teachers training programme can be developed in the area around teaching about complex perspectives. This could be one step closer to a future where teachers and pupils create knowledge for sustainable development, together.