The article presents an overview of content and perspecitves in the U N Convention on the rights of the child. The four main categories of rights; the right to survive, the right to develop, the right to be protected and the right to participate are discussed. The distinction between absolute and relative rights, and between rights in view of the the child as object, and rights in view of the child as subject is elaborated. Different meanings of the concept "child perspective" are discussed and the necessity to use a multi-dimensional approach to the concept is put forward, including the awareness that views on children also can be negatively loaded. The four fundamental articles in the Convention (articles 2, 3, 6 and 12) and the two articles concerned with schooling (articles 28 and 29) are presented and discussed with particular focus on their relevance for life in school.
Since the end of the 1990s, students' right to participation has been enshrined in the Higher Education Act and the Higher Education Ordinance in Sweden. The work on the Bologna Process also means that matters of student participation are now of crucial interest and importance, and also that students are gaining participation both in the organisation and contents of the study programmes (Persson, 2003). However, research on student participation shows that students experience a lack of participation (
article we are interested in motherhood and consumption. Today, fashion-interested mothers are active online sharing opinions and information on children´s clothing (Friedman 2013). By examining conversations in an Internet forum for mothers about children´s clothing the aim is to discover how they reason about motherhood and ethical values linked to their attempt to be good mothers in relation to gender norms and children´s participation. As our theoretical framework we use Bourdieu and Goffman. Based on posted messages in a Swedish internet forum we identified how mothers in their self-presentations position themselves. Mothers create and develop different maternal identities through their discussions regarding consumption experiences (Goffman, 1959(Goffman, /2006.
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