Browsing NTNU Open by Author "Haugen, Gry Mette Dalseng"
Now showing items 1-6 of 6
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Child Clubs as the Defenders of Children's Rights in Nepalese Context
Singh, Ammar Bahadur (Master thesis, 2012)Children are seen as competent social actors in new social studies of childhood and proponents of which seek for children’s participation in all matters that are of interest to children, and simultaneously and thereafter ... -
Dalit children's experiences and perspectives regarding school participation in Nepal
Budhathoki, Suraj (Master thesis, 2013)The caste based discrimination has been a matter of great discussion in societal and governmental level in Nepal. Several scholars have discussed this matter focusing on how people have been discriminated in the ground of ... -
Exploring Children's Lived School Experiences in Zambia: Negotiating School Social Spaces
Mwinsa, Mapoma Grant (Master thesis, 2013)Just like other parts of the world, schools in Zambia are, by and large, expected to be spaces for children to socialize and acquire knowledge and skills. However, the school practices in most parts of the world suggest ... -
Money Matters and Money Talks: German Children’s Experiences with and Perspectives on Their Own Money
Gebauer, Anja (Master thesis, 2013)The following thesis rectifies the often assumed notion that children are economic innocents and portrays the full complexity of children’s economic lives. It traces the experiences of 17 German 6 to 8 year old children ... -
Overgang til voksenlivet for ungdom i barnevernet
Paulsen, Veronika (Doctoral theses at NTNU;2017:346, Doctoral thesis, 2017)Sammendrag Avhandlingen «overgang til voksenlivet for ungdom i barnevernet» er en artikkelbasert avhandling som består av fire artikler og ett bokkapittel, samt en sammenbindende kappe. Tidligere forskning har vist at ... -
That is children’s right – isn’t it?: How does Statens Barnehus bring forward children’s rights to be heard?
Tuveng, Marthe Rise (Master thesis, 2013)Through qualitative analysis with basis in a theoretical framework constructed by perspectives from sociology of childhood and Freeman and Dwyer’s understanding of children’s rights, this thesis contributes to in depth ...