This study is about differences in knowledge regarding animals. In the study five year old preschool children from a city were compared to five year old preschool children in the suburbs with multicultural background. The study is also about where children´s knowledge about animals comes from and how educators can make a positive difference. To find this out standardized interviews was used on 23 children from four different preschools, two preschools in the suburbs with 15 children and two preschools in the city with 13 children. A survey was sent out to the educators within these preschools to gather background information on what the children do regarding animals. The results from the interviews made it clear that there were differences in the knowledge about different animals. Almost every child in the suburbs had difficulties to mention 10 animals. In the city on the other hand all the children except one mentioned more than 10 animals. A wide variation of animals was mentioned by the children in this study, in the suburbs domestic and farm animals was mostly mentioned while it was mostly exotic animals mentioned in the city. A possible causal explanation for the findings may be differences of language, nature, habit and culture.

Today the right of the child to participate freely in cultural life and the arts is a goal on the political agenda. As a consequence, in 2011, twenty-six government agencies and institutions of culture were assigned to formulate strategies for activities for children and young people. These strategies are the empirical basis of this thesis. The aim of the study is to elaborate and problematize three issues concerning children’s culture from the viewpoint of a social constructionist understanding of childhood as constructed in various, often political, practices. -How is childhood constructed in the strategies? -Which consequences for childen’s culture can be traced? -What is the role of the UN Convention on the rights of the child in this process? I perform a critical discourse analysis of the child perspective in the strategies. The discourse analysis indicate two general discourses, one superior concerning child perspective as consideration and one inferior posing child perspective as a form of standpoint. The superior discourse is argued to maginalize children’s culture, while the inferior claims the position of the child and thereby also children’s culture. However, these categorizations can be problematized further. Together with the constructions of childhood, the discourses regarding the child perspective indicate yet another level of childhood construction. One in which the child is constructed as an individual with special needs or as one with a certain perspective. Over all, the child is constructed in close relation to the specific context in which it is being described and is constructed according to ideals of dependence and competence, ideals recurrent in the Convention on the rights of the child. It is also argued that the Convention in itself can be regarded as a construction of childhood in which power and generational structures can be problematised in various dimensions. It is concluded that childhood and children’s culture are in very close relation. They construct and position each other. It is also made clear how concepts like child perspective and children’s culture are multifaceted and often used in imprecise manners.

Denna uppsats syftar till att beskriva olika idéer om demokratiskt deltagande som förekommer i läroböcker i samhällskunskap för gymnasiet. De tre läroböckerna som undersökts har varit gällande under tre olika läroplaner för svensk gymnasieskolan. Undersökningens teoretiska ramverk bygger på Thomas Englunds utbildningskonceptioner. Med hjälp av idealtyper baserade på dessa olika utbildningskonceptioner har en textanalys genomförts. Undersökningens resultat visar att de identifierade utbildningskonceptionerna skiljer sig åt bland de tre undersöka böckerna.

The aim of this study was to investigate how maternity and child care was carried out at Regional Hospital in Morogoro, Tanzania as well as how it was perceived by mothers and children. The study was conducted with a qualitative method through observation and interviews. The results of the study showed that the staff knew what they were doing and how they should treat their patients and that they helped them without thinking about preventive measures. The study concluded that people wanted to seek the care provided at the hospital and some people stated that they had confidence in the staff. The people that came to the hospital sought care for various diseases and conditions and they all got medical attention of some sort. However, this occurred with limited resources and under inadequate circumstances, which in many cases meant that all women and children could not get optimal care.

Att samtala kring böcker är en arbetsmetod som många författare lyfter som en viktig och betydelsefull i undervisningen. Huvudsyftet med studien är att undersöka hur elever i årskurs två och tre upplever samtal kring böcker. Undersökningen ämnar även se vad eleverna anser att samtal om böcker bidrar till, samt hur de upplever bokläsning. Tidigare forskning finns inom det nämnda ämnet, men med fokusering på lärarens uppgift. Denna studie fokuserar istället på hur eleverna upplever samtal kring böcker. Studien bygger på en kvalitativ undersökning där intervjuer med 41 elever på tre olika grundskolor gjorts. Urvalet av eleverna gjordes med kravet på att samtal kring böcker används eller har används i undervisningssituationer. Intervjun grundar sig i öppna frågor, detta för att på bästa sätt försöka locka fram hur eleverna reflekterar kring samtal om böcker. Undersökningen visar att samtal om böcker är en arbetsmetod som pedagogerna ute i verksamheten inte använder. Att tillsammans med klasskamrater diskutera kring en gemensamt läst text är någonting som eleverna i undersökningen inte deltar i under lektionstid. Däremot sker ett samtal inför klasskamraterna om en enskilt läst bok. Studien visar även att en stor del av de elever som deltagit i intervjuerna ser samtal om böcker som någonting roligt och positivt. Vissa elever berätta dock att samtal kring böcker orsakar nervositet och osäkerhet.

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Syftet med denna uppsats är att utifrån en receptionsanalys av Härskarringens bilder av män diskutera mediepedagogikens roll i skolan, samhället och i elevens skapande av en egen kulturell identitet. Jag har genomfört två gruppintervjuer med totalt sex respondenter, tre pojkar och tre flickor. Detta källmaterial analyserades med hjälp av annan vetenskaplig forskning och teori. Min undersökning visar att elevers kulturella identitet delvis är sammankopplad med hur man uppfattar medier. Respondenterna problematiserade även medias inverkan i skapandet av en kulturell identitet. De menade att det var lätt att ryckas med i handling och de värderingar som finns i Härskarringen. Men de uttryckte också en vilja att kunna titta kritiskt på populärkulturen och hålla sig på avstånd. Uppsatsen utmynnar i en vilja om en generell mediepedagogik som genomsyras av en förståelse för elevens befintliga och pågående kulturella identitetsprocess.

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