Entry requirements

A Bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university. Proficiency in English equivalent to the general entry requirements for first-cycle (Bachelor's level) studies.

Learning outcomes

The course aims to deepen the knowledge about social and cultural dimensions of children's well-being/ill-being and health/illness, with emphasis on children's agency, social structures and practices in the various social arenas of childhood.

After completing the course, the student is expected to be able to:

• Discuss policy and practice related to children's well-being from social, cultural and children's rights perspectives on preventive, supportive and caring interventions.
• Describe and critically discuss social and cultural processes, practices and discourses through which well-being and ill-health are shaped in the institutional and informal contexts of childhood.
• Analyze children as health actors in different social arenas, especially regarding professional and social practices, social positions, and agency.
• Identify and reflect on adults' and children's perspectives on well-being as well as child-centred research and working methods.

Content

• Multidisciplinary social and cultural perspectives on children's well-being and ill-being, with a focus on childhood research perspectives.
• Different dimensions of health and illness as well as geographical and social distribution.
• Children as health agents in different social arenas (such as school, health care, home and peer cultures) from different positions (such as student, patient, relative, child and friend).
• Ethics, power relations, and children's participation in everyday life, education and care practice as well as research on well-being.

Instruction

The teaching consists of lectures and seminars. Seminars are mandatory and require active participation.

Assessment

The course is assessed by individual written examinations and oral presentations.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed with another method. An example of such a special reason may be a certificate from the university's disability coordinator that states that special pedagogical support is needed.