Children, Migration, and Transnational Childhoods, 7.5 credits

Barn, migration och transnationella barndomar, 7.5 hp


Main field of study

Child Studies

Course level

Second cycle

Course type

Programme course


Yelyzaveta Hrechaniuk

Course coordinator

Yelyzaveta Hrechaniuk

Director of studies or equivalent

Mats Andrén
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
F7MCH Child Studies, Master´s Programme 3 (Autumn 2022) 202244-202248 English Linköping, Valla C

Main field of study

Child Studies

Course level

Second cycle

Advancement level


Course offered for

  • Master´s Programme in Child Studies

Entry requirements

  • Bachelor's degree equivalent to a Swedish Kandidatexamen within the humanities, social sciences or the behavioral sciences with a major relevant to the programme. 
    Examples of fields:
    - anthropology
    - education
    - history
    - communication studies
    - media studies
    - language studies
    - psychology
    - social work
    - sociology
    - political science
    or equivalent
  • English corresponding to the level of English in Swedish upper secondary education (Engelska 6)
    Exemption from Swedish
  • 45 ECTS credits passed from the first year of the programme

Intended learning outcomes

After completion of the course, the student should on an advanced level be able to:

  • describe the migration processes and transnational childhoods in a globalized world
  • identify and critically discuss different theoretical perspectives concerning international migration and global movement
  • account for and critically review current research on children’s experiences of migration and being a refugee
  • problematize childhood and migration in relation to political processes.

Course content

The course deals with children, childhood and migration processes in a globalized world. Theoretical perspectives on both forced and voluntary migration are studied with focus on families’ and children’s strategies. The course highlights children’s situations and actual experiences during the migration process, with particular focus on family life and kinship relations. Further, the course covers refugee children and citizenship seen in relation to borders, migration policy and the Convention on the Rights of the Child.

Teaching and working methods

The teaching in this course is carried out online and consists of lectures, seminars, workshops and group work. In addition, the student will engage in independent studies.

Language of instruction and examination: English.


Examinations in the course consist of:

• individual written assignment, grading scale: UG
• individual written assignment, grading scale: EC

A passing grade (E) in the course requires grade E in the individual written assignment as well as a passing grade in all other examinations in the course. Higher grades are based on the individual written assignment.

More detailed information is available in the study guide.

If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Students failing an exam covering either the entire course or part of the course twice 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.



Other information

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.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.


Institutionen för Tema
Code Name Scope Grading scale
EXA2 Examination 5 credits EC
EXA1 Examination 2.5 credits EC


Akesson, Bree , (2014) Arrested in Place: Palestinian children and families at the border. In Spyrou, Spyros & Christou, Miranda (Eds.) Children and borders. London: Palgrave Macmillan. Chapter 4. Pp. 81-98.


Coe, Cati , (2012) Growing up and going abroad: How Ghanaian children imagine transnational migration. Journal of Ethnic and Migration Studies 38(6): 913-931.
Fog Olwig, Karen , (2014) Migration and Care: Intimately related aspects of Caribbean family and kinship. In Baldassar, Loretta & Merla, Laura (Eds.): Transnational families, migration and the circulation of care: understanding mobility and absence in family life. London: Routledge. Chapter 6. Pp. 133-148.


Heidbrink, Lauren , (2014) Migrant youth, transnational families, and the state: Care and contested interests. Philadelphia: University of Pennsylvania Press. Chapter 1, 4, 5 and Conclusion.


Heissler, Karin , (2010) Migrating with honor: sites of agency and power in child labor migration in Bangladesh. In Ensor, Marisa O. & Goździak, Elżbieta M. (Eds.) Children and migration: at the crossroads of resiliency and vulnerability. Basingstoke: Palgrave Macmillan. Chapter 10. Pp. 209-229


Josefsson, Jonathan , (2017) ‘We beg you, let them stay!’: Right claims of asylum-seeking children as a socio-political practice. Childhood 24(3): 316-332.
Khosravi, Shahram , (2010) The ‘Illegal’ traveler: an auto-ethnography of borders Palgrave Macmillan. 130 pages.


Loomba, Ania , (2005) Colonialism/Postcolonialism. London: Routledge. Chapter 2. Pp. 112-180.


Lutz, Helma & Palenga-Möllenbeck, Ewa , (2012) Care Workers, Care Drain, and Care Chains: Reflections on Care, Migration, and Citizenship Social Politics 19(1): 15-37.
Martins, Catarina , (2011) The dangers of the single story: Child-soldiers in literary fiction and film. Childhood 18(4):434-446.
Parreñas, Rhacel Salazar , (2008) Transnational Fathering: Gendered Conflicts, Distant Disciplining and Emotional Gaps Journal of Ethnic and Migration Studies 34(7):1057-1072.
Punch, Samantha , (2007) Negotiating Migrant Identities: Young People in Bolivia and Argentina. Children’s Geographies 34(7):1057-1072.
Terrio, Susan J., (2010) The production of criminal migrant children: Surveillance, detention, and deportation in France. In Ensor, Marisa O. & Goździak, Elżbieta M. (Eds.) Children and migration: at the crossroads of resiliency and vulnerability. Basingstoke: Palgrave Macmillan. Chapter 4. Pp. 79-96.


Watters, Charles , (2008) Refugee Children: towards the next horizon. London: Routledge. Chapter 1 and 2. Pp. 1-27.



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