Children, School, and Education, 7.5 credits

Barn, skola och utbildning, 7.5 hp


Main field of study

Child Studies

Course level

Second cycle

Course type

Programme course


Asta Cekaite

Course coordinator

Asta Cekaite

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) 202239-202243 English Distance, 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 sicence
    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:

  • account for and discuss how social categories such as class, ethnicity and functional variation are relevant in relation to the organization of school and children’s everyday lives in schools.
  • account for and compare the citizenship education task that schools are ascribed in different societies
  • account for and discuss social and socializing processes in schools in a micro perspective
  • in an academic manner, critically scrutinize the role that schools play for the socialization and citizenship education of children

Course content

The course deals with how schools contribute to socializing children and to foster them as citizens. The course comprises macro and micro perspectives. With the aid of, for example, international and historical comparisons and insights into the everyday lives of children in schools, students will gain academic tools for critically scrutinizing the task of school to socialize children and to train them as citizens. The tools include knowledge about the diversity in how schools foster citizenship depending on political and national context, as well as insights in how this is influenced by the diversity of school children, children’s socialization in peer groups, and social processes in the everyday life in schools.

Teaching and working methods

The teaching in this course is carried out online and consists of lectures and seminars. 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: EC

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
EXA6 Examination 5 credits EC
UPG1 Assignments 2.5 credits EC

Regulary literature


(2011) Curriculum for the compulsory school, preschool class and the recreation centre Ordförrådet AB. Stockholm. p. 9-20.

See pdf file in course documents

(2013) The National Curriculum in England. Department of Education, p. 4-12

See pdf file in course documents

Dewey, J., (1916) Democracy and Education. Mcmillan, Chapter 1.
Dolby N., (2001) Constructing Race. Youth, Identity and Popular Culture in South Africa New York: State University of New York.

Read chapter two “Historical Frames: Apartheid, identity, and Schooling”, p. 19-30. See pdf file in course documents

Goodwin, M. H., (2006) The Hidden Life of Girls Oxford, Blackwell Publishing. (Chap 7).

See pdf file in course documents

Heywood, Colin, (2010) ˜Aœ cultural history of childhood and family. Volume 5. In the age of empire

ISBN: 9781350049611, 1350049611

Sandin, B. (2010), ”Education”, Available via LiU electronic library.

Kusserow, Adrie, (2004) American individualisms. child rearing and social class in three neighborhoods. 1st ed. New York : Palgrave Macmillan, 2004.

ISBN: 1403973989, 1403964815, 1403964807

Chapters: 1, 2, 6, 7. Available online via LiU Library.

Print, Murray, Lange, Dirk, (2012) Schools, curriculum and civic education for building democratic citizens. Rotterdam ; Boston : SensePublishers, c2012.

ISBN: 9789462091672, 9462091676, 9789462091658, 9789462091665

Available via LiU electronic library.

Reggio Emilia,, (2009) Excerpt from Early Childhood Education Today G.S. Morrison, 2009 edition, p. 155-161.

See pdf file in course documents

Rizvi, Fazal, Lingard, Bob, (2010) Globalizing education policy. London ; New York, NY : Routledge, 2010.

ISBN: 9780203867396, 9780415416252, 9780415416276

Chapters 1, 3, 4, 5

Thornberg, R., (2008) ‘It’s Not Fair!’—Voicing Pupils’ Criticisms of School Rules Children & Society, Volume 22, pp. 418–428
Thorne, B., (2010) Girls and boys in school. Buckingham, England: Open University Press

Chapter 5 'Creating a sense of opposite sides' in Gender play. Girls and boys in school. ´(Chap 5). See pdf file in course documents


Ahn, Junehui, Finding a Child's Self: Globalization and the Hybridized Landscape of Korean Early Childhood Education Anthropology & Education Quarterly 46, Issue 3, pp. 224–243.
Cekaite, Asta, Socializing emotionally and morally appropriate peer group conduct through classroom discourse Linguistics and Education December 2013 24(4):511-522
Hubert Ertl, David Phillips, The Enduring Nature of the Tripartite System of Secondary Schooling in Germany: Some Explanations
William A. Corsaro, Interpretive Reproduction in Children's Peer Cultures Social Psychology Quarterly, 1992, 55(2): 160-177.

Available via LiU electronic library.


Complete bibliography can be found in Lisam's course room

Additional literature


Balagopalan, S., (2014) Inhabiting 'Childhood': Children, Labour and Schooling in Postcolonial India Basingstoke: Palgrave Macmillan.

Read chapter “Sedimenting Labour through Schooling: Colonial State, Native Elite and Working Children in Early Twentieth-Century India”, p. 59-86.

Burdelski, M. & Mitsuhashi, K. , (2009) “She thinks you’re kawaii ” Language in Society, 39, 65 – 93.

Socializing affect, gender, and relationships in a Japanese preschool. 

Foucault, M., (1977) Discipline and Punish: Birth of the prison Inc. New York, p. 135-169.

Vintage books a division of rand om house See Pdf in course documents

Plato, The Republic Book V.

Plato (c. 380 BC), The Republic. 

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