|Keywords:||The Convention on the Rights of the Child; Costa Rica; non-verbal communication; instructional communication; interpersonal communication; context; Social Sciences; Media and Communications; Samhällsvetenskap; Medie- och kommunikationsvetenskap; HLK, Media and Communication Studies; HLK, Medie- och kommunikationsvetenskap|
|Full text PDF:||http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26418|
<strong>Problem background:</strong> There has been an extensive amount of research done within the field of learning among children. Research regarding the teaching and the context of which this research is aimed to be performed on, is on the other hand scarcer. Costa Rica is one of the countries that has focused on human rights, and with this background, this thesis intends to study how the principles of the Convention on the Rights of the Child (CRC) is communicated to children in Costa Rica. We will preform our study on two types of schools; both private and public. We will also examine the impact the context has on communication for teachers when instructing about children’s rights.<strong></strong> <strong>Purpose: </strong>We aim to study the development communication and contexts of which the principles of the CRC are communicated and taught to school children in Costa Rica. <strong>Method: </strong>This thesis contains qualitative research. We have relied upon conversational interviews with a hermeneutical approach. <strong>Conclusion:</strong> This thesis clearly indicates that choice of communication channel has an impact on the interaction between teachers and pupils. Digitized channels are effective in the sense of speed and quantity of information regarding the CRC. However, the context in which the pupils receive and the teachers teach about the CRC is of great importance. The teachers experience many difficulties when teaching since the context not only builds barriers but also challenges them to find more creative ways of teaching. The material used when communicating the CRC varied depending on the economic status of the school. The children wanted and expected technology and digitalization to be a fundamental part of their education.