Suchergebnisse

How do Argentina's found grandchildren experience knowing the truth about their biological origins, and how does this influence their identity? Their identification, restitution and reconstruction of identity has been and will continue to be closely linked to Argentina's transitional justice process. We need more knowledge about how victims of political violence experience transitional justice measures. Therefore, one of the purposes of this thesis is to contribute to a more profound understanding of what such processes imply for a society and its individuals through the context-specific study of one particular aspect of a transitional justice process. For all of my informants, getting to know the truth about their biological origins has been experienced as what Giddens (1991) refers to as a fateful moment that would change their lives. Each individual has a unique story, yet, I find that the found grandchildren have all gone through three different phases; identification – restitution – reconstruction of identity. I consider the identification and restitution as events limited in time, whereas I view the reconstruction of identity as an ongoing and continuous process in which each person is trying to restore a sense of coherent identity.

Enhancing young learners' knowledge about appropriate and inappropriate sexual behaviour is crucial for the protection of children's rights. This article discusses teachers' understandings of their practices and approaches to the topic of child sexual abuse in Norwegian upper secondary schools, based on phone interviews with 64 social science teachers. Countering child sexual abuse is a political priority for the Norwegian government, and the Committee on the Rights of the Child acknowledges several state initiatives to counter child sexual abuse through education. Nevertheless, this study finds that teachers do not address this topic adequately, indicating that cultural taboos regarding talking about and thus preventing such abuse, including rape among young peers, still prevail in Norwegian classrooms. Furthermore, emotional obstacles, including concerns about re-traumatising and stigmatising learners, hinder some teachers from addressing this topic thoroughly. Additional explanatory factors include heavy teacher workloads, little preparation in teacher education programmes, insufficient information in textbooks, and an ambiguous national curriculum.