Admission to the course requires a minimum of 60 approved credits with a certain progression in one of the following Major Subjects: European Studies, Human Rights, International Migration and Ethnic Relations, International Relations or Peace and Conflict Studies or similar.

The course is not part of a main field of study.

The aim of this course is for the students to independently acquire deepened knowledge of Human rights studies with a focus on children’s rights. The course aims to critically analyse the concept of Children’s best interests from a legal, philosophical, historical, sociological and political perspective. The course has as its starting point the societal processes that led to the development of the concept children’s best interest and the adaptation of the Convention on the Rights of the Child (CRC). These processes are then applied as a theoretical framework to gain in depth knowledge of contemporary issues that concern and affect children.

The course includes independent theoretically oriented literature studies of the concept of Children’s best interests. It also includes studies of reports and articles describing the situation for children in the contemporary world, linked to migration, education, participation, development and non-discrimination.

Upon completion of the course the student shall be able to:

• describe, orally and in writing and based on current research, current issues in the contemporary world surrounding the concept of children’s best interests, such as equality and non-discrimination, migration, child participation, right to education;
• explain, orally and in writing, by referencing to current research in various scientific disciplines, the concept of children’s best interests. The analysis is done primarily through the application of theoretically oriented discussions to current situations, or with reference to previous studies in the field;
• identify, exemplify and assess possible contradictions and dilemmas concerning children’s interests such as for example the tension between migration control on the one hand and the idea of the children’s best interests on the other;
• critically reflect, in dialogue with others, on human rights in relation to the concept of children’s best interests; demonstrate an ability to write structured and well written academic texts with proper references.

The course is designed for full-time study based on lectures and seminars. Students are responsible for keeping up with the reading and for coming prepared to each class. Students are expected to take their own initiatives to form reading groups.

The course contents and learning outcomes are assessed by the following:

• a written paper that critically relates to the concept of Children’s best interests (4,5 credits).
• presentation of a written paper at a mini conference. Additionally an opposition of two other papers presented by fellow student is required. The oppositions will also be summarised in writing and submitted at the mini conference (3 credits).

Passing the course requires that all parts of the examination has been completed and approved.

• Alston, Philip (1994) ”The Best Interests of the Child: Reconciling Culture and Human Rights”International Journal of Law, Policy and the Family 8(1): 1–25.
• Archard David (2004)Rights and Childhood Routledge
• Aries, Philippe (1962) Centuries of Childhood, Vintage Books
• Children’s Rights Committee (2003)General Comment No. 5 General measures of implementation of the Convention on the Rights of the Child (arts. 4, 42 and 44, para. 6)
• Children’s Rights Committee (2013)General Comment No. 14 on the right of the child to have his or her best interests taken as a primary consideration (art. 3, para. 1)
• Donzelot, Jacques (1997) The Policing of Families, Johns Hopkins Univ. Press, 1997
• Engels, Friedrich (2010) The Origin of the Family, Private Property and the State, Penguin
• Foucault, Michel (1979),  The History of Sexuality Vol I , An Introduction. Peguin Books, 1979
• Freeman, Michael (2007)Article 3: The Best Interests of the Child. Leiden: Martinus Nijhoff
• Jenks Chris (2005)Childhood Routledge
• Quennerstedt, Ann (2013): “Children’s rights research moving into the future-challenges on the way forward.”The International Journal of Children’s Rights 21.2 ,233-247
• Reynaert, Didier, Maria Bouverne-de-Bie, and Stijn Vandevelde (2009) ”A review of children’s rights literature since the adoption of the United Nations Convention on the Rights of the Child.”Childhood 16.4: 518-534.
• Reynaert, Didier, Maria De Bie, and Stijn Vandevelde (2012) ”Between ’believers’ and ’opponents’: critical discussions on children’s rights.”The International Journal of Children’s Rights 20.1: 1-15
• Rousseau, Jacques (1979) ´Emile or On Education. Basic Books Publications.
• UNICEF (2014) State of the World’s children 2015, available: http://www.unicef.org/gambia/SOWC_report_2014.pdf//

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered or has undergone major changes, students will be offered two re-take sessions based on the syllabus in force at registration during a period of one year from the date of the implementation of the changes.

The syllabus is a translation of a Swedish source text.

The Language of instruction is English