|Childhood, Institutions & Welfare State Models, 10 ECTS Credits|
|AIM OF THE COURSE|
|The aim of this course is for students to acquire a historical perspective on children and childhood and become familiar with the major schools and debates connected to the childhood-historical field of research.
Having completed the course, the student should be able to
- reflect on the different theoretical and methodological approaches that have been influential within this tradition and evaluate different scholarly contributions
- use knowledge about how changes in areas with relevance for children’s lives have contributed to the shaping of childhood,
- display understanding of the historical and social processes that have contributed to the changing concept of childhood.
|The course consists of two parts. The first part examines the changed living conditions for children and adolescents from the mid 19th century until today with special emphasis on the emergence and development of the modern welfare state. Issues concerning continuity and discontinuity in relation to this historical process will be analysed and discussed. The focus will be on the complex relationships between the welfare state, policy making and institutions connected to children’s and adolescents’ lives during the period. Areas such as the family, parent-child relations, education, labour, juvenile delinquency, child guidance and the role of science will be targeted and examined.
The second part of the course consists of an individual in-depth analysis of one or two of the above-mentioned areas with focus on how childhood and children’s lives have undergone historic change.
| The instruction methods will include lectures for overviews of the readings combined with teacher-led seminars and discussions on the Internet as well as individual comments on written assignments. Guiding students in searching and finding relevant literature is also part of the instruction methods of this course. The Internet based format of the course requires a high degree of self-activity from students. Students will be expected to take an active part in their learning experience and to be able to work independently as well as in pairs or groups with other students.
Language of instruction: English.
|Each course module is concluded with a compulsory assignment. Each of these assignments must be completed and approved before students can receive their credits for the course. The assignment forms of this course include written essays, reviews of literature, oppositions of the work of other students and considerations of particular course related questions in a discussion forum. As a final examination, students will be required to write a longer essay on a specific aspect of the course theme.
Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
Students who have passed an examination may not retake it in order to improve their grades.
A bachelor’s degree (kandidatexamen) of at least 180 ECTS credits, including a 15 ECTS credit degree paper or equivalent, and
1. In-depth studies of at least one year in a field relevant to the programme, including a degree thesis or final paper (equivalent). Relevant fields for in-depth studies are anthropology, education, history, communication studies, language studies, psychology, sociology and political science.
2. Documented knowledge of English equivalent to "Engelska B"; i.e. English as native language or an internationally recognized test, e.g. TOEFL (minimum scores: Paperbased 550 + TWE-score 4.0, computorbased 213 and internetbased 79), IELTS, academic (minimum score: Overall band 6.0 and no band under 5.0), or equivalent.
|The course is graded according to the ECTS grading scale A-F|
|Course certificate is issued by the Faculty Board on request. The Department provides a special form which should be submitted to the Student Affairs Division.|
|The course literature is decided upon by the department in question.|
|Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.