Syftet med studien är att bidra med kunskap hur läromedel inom samhällskunskap skildrar de mänskliga rättigheterna för årskurserna 1–9 och gymnasiekursen Samhällskunskap 1 samt hur progressionen ser ut mellan åldersblocken. Forskningsfrågorna som besvaras är följande: Med vilka begrepp och i vilket sammanhang presenteras de mänskliga rättigheterna i läromedlen? På vilket sätt och i vilken omfattning uppmuntrar läromedel till deliberativa samtal? Hur ser progressionen ut mellan de olika årskurserna rörande begrepp, sammanhang och uppmuntran till deliberativa samtal?    I studien har det gjorts en kvalitativ innehållsanalys av åtta läromedel: två för årskurs 1–3, två för årskurs 4–6, två för årskurs 7–9 samt två för gymnasiekursen Samhällskunskap 1. Läromedlen som undersöks består av både tryckta böcker och digitala läromedel. Den tidigare forskningen visar att det finns viss problematik med undervisningen av de mänskliga rättigheterna, däribland lärarnas egna osäkerhet kring vad de faktiskt innebär, anknytning till elevernas egna erfarenheter och situation, samt brister i tydlighet om hur de mänskliga rättigheterna bör undervisas. Studiens analys utgår från John Deweys språkteori (1910) samt Jürgen Habermas deliberativa samtal (Englund, 2000, Englund, 2007). Resultatet visar att de mänskliga rättigheterna presenteras i olika sammanhang och med nya begrepp beroende på åldersblock. Deliberativa samtal uppmuntras som mest i läromedel för åldersblock 7–9 men ingen explicit uppmuntran i förhållande till de mänskliga rättigheterna finns i läromedlen i kursen Samhällskunskap 1. Trots detta går det att se implicita uppmaningar i och med de diskussions- och analysavsnitt som förekommer. Progressionen mellan läromedlen i åldersblocken visar på utveckling mot ökad komplexitet och fördjupning av de mänskliga rättigheterna i olika sammanhang som ämnet tas upp.

Syftet med det här arbetet är att belysa hur lärare arbetar med de mänskliga rättigheterna i samhällskunskapsundervisningen för årskurs 1–3 och vad som ligger till grund för deras val av undervisningssätt och material. Syftet är också att öka kunskapen om hur lärare ser på de mänskliga rättigheternas roll i ämnet samhällskunskap kontra skolans övergripande värdegrundsuppdrag. Slutligen syftar arbetet till att undersöka lärares uppfattningar om huruvida införandet av barnkonventionen som svensk lag påverkar deras samhällskunskapsundervisning om de mänskliga rättigheterna. Intresset för området växte fram på grund av att det finns en begränsad mängd tidigare forskning gällande undervisning om de mänskliga rättigheterna och barnkonventionen i skolans yngre åldrar, samt att tidigare forskning visar att de mänskliga rättigheterna ofta bortprioriteras i samhällskunskapsämnet. För att besvara syftet har kvalitativa intervjuer genomförts med sex lärare i årskurs 1–3. Intervjusvaren har sedan analyserats utifrån de teoretiska perspektiven pragmatismen och den sociokulturella teorin. Resultatet visar att lärare främst kopplar de mänskliga rättigheterna till skolans övergripande värdegrundsuppdrag och till arbetet med demokrati och konflikthantering. I samhällskunskapsämnet arbetas de mänskliga rättigheterna med i samband med FN-dagen, där undervisningen främst berör barnkonventionen. Resultatet visar även att få lärare upplever att barnkonventionens laginförande 2020 har påverkat deras undervisning nämnvärt.

På senare år har de mänskliga rättigheterna fått en betydelsefull plats i den svenska skolan. Mest framträdande har de mänskliga rättigheterna i ämnesplanen för samhällskunskap. Syftet med studien är att undersöka hur samhällskunskapslärare framställer mänskliga rättigheter (MR) i undervisningen, samt vilka innebörder de lägger i begreppet. För att kunna besvara de två frågorna har fyra semistrukturerade intervjuer genomförts på yrkesverksamma samhällskunskapslärare med god erfarenhet. Svaren lärarna gav analyserades med hjälp av aktuella teorier om de mänskliga rättigheterna. De brukade teorierna problematiserar vad det är, vilka effekter dess införande fått och hur de har upprätthållits.Resultatet av undersökningen visar att lärarna främst uppfattar MR som en blandning av både juridiska och moraliska rättigheter, men att det finns olika slagsidor till de båda sidorna. Vilka innebörder lärarna lägger i begreppet korrelerar med hur de undervisar om MR. Lärarnas framställning av MR-undervisningen kan delas upp i två områden. Antingen problematiserade man MR i alla stater, inklusive Sverige, eller så belyste man endast MR-situationen i andra stater. Här visar både tidigare forskning och human rights theory att MR-undervisning som problematiserar både den egna staten såväl som andra ger ett bättre utfall hos eleverna, än undervisning som belyser MR som något där borta.

The aim of this thesis has emphasised on justice within the regulation constructed by The International Association of Athletics Federations (IAAF) concerning the eligibility for the female classification (athletes with Difference of Sex Development). Different arguments in IAAF:s regulation has been examined throughout a philosophical analysis to examine the validity of the regulation. The IAAF:s regulation validity is examined through the capabilities approach, which aims to promote individual justice of an individual and what the individual can become to her fullest. The other theory of justice originates from utilitarianism which is a type of justice that aims to bring the most fortune to the greatest amount of people. IAAF:s regulation is a governing tool which controls participation of female athletes in the elite level sport in races at international competitions. The women who get affected by its implementation are women who suffer from DSD (Disorder of Sex Development). The regulation requests that women with DSD, who develop higher amount of testosterone than the average woman, must undergo medication to participate in international competitions in different races. The effect of the medication results in the deterioration of their natural physiological health. IAAF considers it necessary since some women with DSD has an advantage in comparison to the average female athletes in the same race events. Throughout the capabilities approach this may seem as an unjust type of regulation for women with DSD. The theory of utilitarianism may see it as justice for the majority of female athletes. When applying these two types of justice, the capabilities approach and utilitarianism, the result will differ. The sports organisation IAAF has also been compared to other sports organisations. The comparison lies within what sport aims to be for the athlete. Before beginning with the analysis, the history of different control mechanism of the female athletes’ bodies will be presented to show the reader the complexity that lies in the female category of elite sports level.

This study aims to analyze the concept of happiness via the concepts of self-actualization and self-transcendence. The analyze performs on both an individual level and a level in a society context and also performs from both a descriptive and an analytical perspective. The study refers primarily to two theorists which are Abraham Maslow and Martha Nussbaum. Maslow's theory of a human motivation is about dividing a human´s needs, and therefore motivations, in a hierarchical order. Two of these divisions are self-actualization and self-transcendence. Martha Nussbaum describes the capability approach through partly a list of ten criteria for a human, worthy life. Nussbaum calls this list for the central capabilities. In this study emerged one of the conclusions that, from a rights perspective, the central capabilities can be a tool to increase people's opportunities to choose to become satisfied in levels of self-actualization and self-transcendence.

There are some shortcomings in the common, European understanding of human rights. The EU, with its Charter of Fundamental Rights and the Council of Europe with the European Convention, has in some cases clear incompatibilities when it comes to the interpretation of rights. This in turn, will have a negative impact on states that are affiliated to both systems, but also for those individuals who are experiencing that their rights have been violated. This study aims at analyzing where the conflict lies by using a jurisprudence approach, using a comparative analysis method. The study will also look into the possible solution that could be the EU's accession to the European Convention, thus creating a greater consensus on rights issues.

Countries around the world have different systems for parental leave. The United States is the only industrialized country in the world that do not offer any kind of paid parental leave, on a federal level, to its citizens. While some Americans have the right to 12 weeks of unpaid leave, Swedes have the right to 480 days of paid leave. Sweden and the United States are both countries that want to be in the forefront of human rights and according to the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), states parties shall “introduce maternity leave with pay or with comparable social benefits without loss of former employment, seniority or social allowances”. The two countries have signed the convention, but only Sweden has ratified it. The political systems and the view of the state, the individual and the family are other distinctions between the countries. Further, the history in which the countries’ welfare has been built has taken different ways. Therefore, the aim of this study is to examine the differences in parental leave in Sweden and the United States. The jurisprudence, the political systems, the ratification of the CEDAW and the history of welfare will be examined to try to answer the question why these two industrialized countries have a big distinction in the right to paid parental leave.

The Swedish government has in national action plans and development cooperation pointed out the importance of relizing human rights at the municipal level. One of the municipality`s areas of responsibility is to attain a social service based on principals of democracy and solidarity. In addition, the social worker must apply national legislation, international human rights commitments and a user- or client perspective. The main purpose of the study is to investigate the importance of employees in the realization of human rights in the activities of social services. The study is based on interviews with employees in the social services. The results of the study are analyzed on the basis of theories regarding democracy, law enforcement and social work. The results show that the social workers in the exercise of authority need to apply different perspectives that are sometimes contradictory. The result indicates that the power to realize human rights in the social services is divided between structural factors and factors that have to do with the individual social worker.

The nature of the Swedish human rights legislation has undergone a significant transformation over the past decades. Whereas there was an overall consensus during the 20th century that the regulation and interpretation of human rights was best left to parliament, judicial review and strategic litigation has since come to play an ever larger role within the Swedish legal system. Throughout the 20th century the political majority viewed constitutional human rights as protection against potential anti democratic forces that were to come into play in times of crises. They were not primarily intended to be invoked to question regular legislation. A political majority considered human rights legislations to be too vague to hinder anything but blatant human rights violations, and thus their specific contents were deemed too political to be determined by anyone but the popularly elected parliament. Over the past 30 years, this attitude has shifted. The development of Swedish law has resulted in the view that even democratic parliaments are able to violate human rights in ordinary legislation. As such, the power to interpret and determine the scope of the human rights legislation has shifted from parliament to adjudicative organs through judicial review. At the same time, political activism through strategic litigation has grown in popularity and achieved significant legal changes. In summary, the modern human rights legislation has resulted in a redistribution of political power that is in stark contrast to what was envisioned when the Swedish constitutional rights were first developed. In this study, I examine the legal developments that have enabled the modern human rights legislation in order to create an understanding of its role within the Swedish democracy, over time and today. Through legislation, its legislative history, and court practice I chart and analyze the significant events surrounding the human rights legislation in the Swedish constitution and the European Convention on Human Rights and Fundamental Freedoms.

The purpose of this study is to investigate how the theme of human rights is portrayed in printed teaching materials written for the high school courses social studies 1a1 and 1b respectively. A total of three series from two publishers are analysed, which are the Kompass series, the Liber series, and the Arena series, where each series contains a course 1a1 and 1b. This study will fall under a qualitative content analysis with a comparative element and will use a semiotic-didactic analysis model. The result shows that the subject content of the textbooks for human rights fulfills the central content for the courses social studies 1a1 and 1b respectively. The textbooks differ regarding how big a place the theme of human rights was given in the textbook. The textbooks have several similarities and differences in composition and form of expression.