Suchergebnisse

The overarching aim of this report is to use it in our future and continued development work at our Sociology of Law Department, Faculty of Social Sciences, Lund University. Another aim is also to keep it in a book for historical reasons: important documents and specific data have a well-known tendency to disappear, after some time.Internationally, Sociology of Law is most often located in centers of various kinds, as subjects or networks within faculties or as one or a couple of people within faculties. Sociology of Law and Law and Society research is thus spread around the world in many kinds of formations and there are several networks coordinating the field thematically and geographically. These two fields attract a high number of researchers around the world. In Sweden, Lund University has the only complete Sociology of Law department, but there are also many researchers in Sweden in the field representing the social as well as the legal strands. Lund has long held a strong and quite unique position within the international socio-legal research community. Sociology of Law as a subject started at the Faculty of Social Sciences in 1963 and formally became an academic subject in 1972 after a decision by the Swedish Government. Today Sociology of Law in Lund is one of few departments with Bachelor's, Master's and PhD levels. We are an autonomous department within the Faculty of Social Sciences at Lund University.During 2019 Lund University as a whole and with all its organisations was working on a big research evaluation project called RQ2020 – or RQ20. Sociology of Law started this process early in 2019. In general, we decided to perform RQ20 as a way to not just report, but also conduct an in depth evaluation of research. We therefore broadly included staff and also included more data than necessary for the RQ20. For instance, we have completed an overview of all the dissertations since the beginning, and we also produced an overview of some other socio-legal organizations. Those background documents from the RQ20 internal processes we have collected in this volume are the following • RQ20 self-evaluation report (reported to RQ20 office, December 20, 2019) • PM regarding dissertations in Sociology of Law at Lund University, 1978-2019 • A study of six international universities with socio-legal research organisations

The aim of this sociology of law-orientated article is to analyse and describe legislative and regulatory processes concerning the task given to schools focusing on environment and sustainable development. We are describing the policy-making processes in this field from 1990 to 2011. The study involves key interviews and content analysis of national policy documents as well as legal sources, in order to describe and categorize legal norms that society, through its political and administrative institutions, highlight in school activities. The article takes a starting point in a model developed by Lindensjö and Lundgren, who used the terms arena of formulation and arena of realization, to illustrate what is happening with policy at national level. The policy-making processes and their results are in the end interpreted and understood through a perspective based on the concept of inertia and path dependence. It is evident as a result that the legal changes on the national political level are not hindering the continuing policy-making development and enactment of sustainable development on the professional administrative national arena.

Lund University, Sweden, is the only seat of learning having Sociology of Law (hereafter SoL) at all levels in Europe. SoL was initiated in 1972 as a department at the Social Science Faculty, with professor Per Stjernquist as chair. Later on, for some 10 years, SoL was a division within the department of Sociology but from January 2006, SoL is an autonomous department at the Social Science Faculty. We will take the opportunity to introduce ourselves with this anthology containing different contributions from the colleagues in SoL at Lund University. What the various articles have in common – besides originating from the department of Sociology of Law in Lund – is that most of them were presented in different sessions at the Law & Society conference in Berlin, July 2007. Even if many of the articles are or will be published in different Journals and books, we want to collect them in one volume in order to show the breadth and depth of our research. SoL is researching the relation between law and society and we have a specific focus on norms. A SoL perspective on law does not mean that the focus is on some single enactment but on law in its social context. SoL is at the same time a legal science and a social science – mutually influencing each other. The argument for this is that one research project could be relevant in both directions and disciplines – theoretically as well as methodologically. What is common for jurisprudence and SoL is the interest in the legal system and the dependency between (social) norms and legal rules. Many of the SoL research projects have had an impact on legislation processes and on legal and administrative actors. Several of the research projects have also attracted interest from the mass media, professional journals, national agencies and municipalities. Worth mentioning is the interest in research on law in transition. All the mentioned research areas will offer many opportunities for the renewal of SoL and contribute to the international development of norm science within social science and law, which this anthology hopefully will give a flavour of.

The UN Convention on the Rights of the Child is a human rights treaty adopted by the UN General Assembly in 1989, which has had a major impact on children's rights, policies and legislation in many countries around the world. This paper describes longstanding experiences of running a Sida-funded training programme on children's rights at Lund University. The authors have participated in the programme as teachers, and have, over the years, visited around 20 countries and gained deep insights into change processes at different administrative levels of these countries' education systems. These experiences from similar projects in other countries and continents help put developments in Sweden into perspective. The aim of the present chapter is firstly to gain an understanding of how the CRC can be used to bring about change in schools and in the classroom. The chapter's secondary aim is to analyse and reflect on, from a norm perspective, how the Convention on the Rights of the Child (CRC) has contributed to bringing about change at different levels of the participating countries' education systems. The chapter consists of five sections. Each one begins by describing the programme's background, goal and objective. This is followed by a description of the changes implemented in the participating countries since 2003, which are based in three key CRC perspectives: 'Participation', 'Protection' and 'Provision'. The third section introduces norm-theory and the importance of norms in change processes, both in an international as well as as a Swedish context. The fourth section deals with change processes from the local to the national level and can be initiated both from the bottom–up as well as top–down. The final discussion addresses how some school problems, seen from a Swedish perspective, could be discussed in terms of changing norms in areas where children and students are able to exert a degree of influence. The terms "children", "pupils" and "students" are used variably throughout the text. The Swedish Education Act adheres to the CRC and defines children as "every human being below the age of eighteen years" (the Swedish Education Act 2010:800, Chap.1 §10). Additionally, the student is also defined as "whomsoever participates in education under this act, with the exception of children attending preschool" (the Swedish Education Act 2010:800, Chap.1 §10).

The UN Convention on the Rights of the Child is a human rights legal document decided and adopted by the UN General Assembly in November 1989. This international convention has had a major impact on children's rights, policies and legislation in many countries around the world. Another prominent feature of the development, however, is the lack of research in many areas on implementation of children's rights. This underline the importance of a book like this with contributions from countries seldom represented with research in their own context. This book has been initiated by researchers at the Child Rights Institute, Lund University, a research network with the aim to act for and support the rights of the child in different contexts, national and international, in research, in education or in other relevant practices. The Institute gather researchers to stimulate and to support new and continued research with a point of departure in the CRC. It provides an open and suitable arena for researchers to publish new material on implementing CRC in society. Invitation of researchers from our global network to contribute to an anthology was therefore fully in line with this ambition.Fifteen new international studies on the enactment of children's rights in schools and education are presented in this book. The authors are researchers from Colombia, Zambia, Viet Nam, Egypt, India, Kenya, Indonesia and China. They are researchers and scholars active in many different academic environments as research universities (Indonesia, Zambia, China, Kenya, Egypt, and Sweden), teacher training universities (China and India), National University of Education (Viet Nam, Colombia), Institute of Social Work and Health (India), District Teacher Training Institution, DIET (India).

The purpose of this paper is to open up a discussion about the roles and responsibilities of universities in society. Design/methodology/approach – The vision of the Regional Centre of Expertise (RCE) Skane a leading example on how to develop new knowledge about education for sustainable development (ESD) at all levels. The paper poses the question "Why do universities involve in this process?". Lund University as the old, traditional university and the ten-year old university of Malmö on the other hand was formed on the bases of a vision about a university for all people. Findings – The paper finds that two universities have been active in creating RCE Skane, together with three political organizations. The vision has developed to include issues like capacity forcross-boundary action, knowledge-sharing and civic education, all important parts in learning for a sustainable future.Practical implications – The paper discusses the processes at these universities that led up to working together in RCE Skåne and the importance of having the Act on Higher Education in 2006 about responsibility for education for sustainability at all universities. Originality/value – In forming RCEs all over the world it is important to learn from each other and universities play an important role in these actions.

An important area in the discourse on gender and water is water supply where women are seen as the key actors and beneficiaries. A human rights approach to development has been adopted with access to safe water explicitly recognized as a basic human right. This right places a legal obligation upon governments to translate the international norms into practice. But does explicitly acknowledging the human right to water make a practical difference in women's lives? Using an actor-oriented perspective, this paper analyzes how the international legal norms for realization of the right get reconstructed in local communities where women are the right holders. The empirical data for the analysis will be drawn from a first-hand qualitative study in rural India. The findings of the study show how the socio-cultural matrix provides the environment for implementing the right and determines its equitable and effective exercise by women. ; QC 20120126

PurposeThe purpose of this paper is to open up a discussion about the roles and responsibilities of universities in society.Design/methodology/approachThe vision of the Regional Centre of Expertise (RCE) Skane a leading example on how to develop new knowledge about education for sustainable development (ESD) at all levels. The paper poses the question "Why do universities involve in this process?". Lund University as the old, traditional university and the ten‐year old university of Malmö on the other hand was formed on the bases of a vision about a university for all people.FindingsThe paper finds that two universities have been active in creating RCE Skane, together with three political organizations. The vision has developed to include issues like capacity for cross‐boundary action, knowledge‐sharing and civic education, all important parts in learning for a sustainable future.Practical implicationsThe paper discusses the processes at these universities that led up to working together in RCE Skåne and the importance of having the Act on Higher Education in 2006 about responsibility for education for sustainability at all universities.Originality/valueIn forming RCEs all over the world it is important to learn from each other and universities play an important role in these actions.