This paper examines how Hinduism and Buddhism are portrayed in three textbooks for an upper secondary school course in religion and is limited to a selection of books published in 2009. Based on a qualitative content analysis, the paper examines the extent to which there is an intentional division, that is to say a line between ?them and us? in the ways in which the religions are described, and to what extent the description of these religions in the textbooks are Eurocentric. The study focuses on whether or not there is a ?them and us? perspective in the different books and if so, the ways in which this approach is evident.The result of this study shows that traces of a ?them and us? perspective can be found in all three books.

The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg?s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed.

The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg?s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed.

The purpose of this essay is to examine whether the descriptions of Stalin's terror in history textbooks for high school changed from the 1950s until the 2010s. Since previous research shows that textbook content is influenced from different directions and that it dominates in teaching, therefore I want to find out what similarities and differences that exist in the textbooks. The survey is based on a qualitative approach because I want to have a profound picture of the descriptions of Stalin's terror. The results of the survey show that the number of casualties and the descriptions on the famine has changed over time. Furthermore, textbooks also found it difficult to distinguish between terror, politics and ideology.

Little research has been done within the field of the use of textbooks and teaching aids in Spanish asa foreign language (SFL) teaching in Sweden. This study attempts to find answers to how teachersand teacher students use, view and choose SFL teaching aids. To accomplish this, qualitativeinterviews were carried out with Spanish teachers and Spanish teacher students in a city in northernSweden. A survey was also sent to all current SFL teachers in the central coastal region of Norrland.The study indicates that SFL textbooks are of great importance to the participating teachers andteacher students. Furthermore, a wish to enhance the level of interest of Spanish and Spanish/LatinAmerican culture, provide a varied teaching experience and improve their students? self-esteem arefactors influencing teachers in their use and choices of teaching aids..

Workbooks are used and has been used for a long time in teaching context with younger children. Given that children start grade 1 after one year of preschool, I will in my study examine what type of activities that are presented in textbooks used for teaching younger children in pre-school and school grade 1. The purpose of the study is, through a selection of published skill-training materials investigate its pedagogical basic view related to reading and write form of education in pre-school and school grades 1. In line with the aim of the study and to answer the study questions, a qualitative text analysis and pictures analysis was carried out. The result shows that there are more similarities in content than the forms of the textbooks, there are assumptions about language as well as how images should be interpreted in a right way.

Med utgångspunkt i det förnyade politiska intresse för historieundervisningens innehåll, som följde på regeringens informationssatsning ?Levande historia?, undersöks bilden av 1900-talets folkmord i ett antal läroböcker i historia för gymnasiet från 1990-talet och början av 2000-talet, med särskild tonvikt på vilket urval författarna gör samt vilka förklaringar som presenteras till att de kunde äga rum. Även principerna för urvalet av det kunskapsstoff som förmedlas samt möjliga konsekvenser av detta diskuteras. Den kvalitativa textanalysen utgår från teoretiska begrepp som historiemedvetande och historiebruk, med vissa referenser till orientalismperspektiv som diskuterats i tidigare forskning. Undersökningen visar att styrdokumentens inflytande över läromedlens framställning har ökat sedan 1994 och att förändringen också tagit sig uttryck i en renodling av det europeiska perspektivet i urvalet samt i ett ökat intresse för i första hand Förintelsen, både före och efter 1997 då ?Levande historia? initierades..

The aim of this essay is to study how the Sami are presented in four textbooks about religion and history that are used in the schools of the majority culture of Sweden today and one book of ideas asto how a textbook could look like from a Sami's perspective. Its aim is not only to study how the Sami are presented but also to discuss how students who read these books could interpret what it means to be a Sami and what their culture is about. It is also meant to discuss how the Sami identitycould be formed. In order to be able to discuss this the essay uses three different kinds of theories about identity and culture. The analysis showed that there is little information about Sami culture, identity, religion and historypresented in the four textbooks used in schools of the majority culture and that these books seem to want students to think that the Sami are troublemakers but are and should be assimilated into the majority culture..

This study revolves around calculating the extent of appearance of both anonymously and named men and women as well as determining whether or not Yvonne Hirdman?s gender theory is applicable on two versions of a Swedish educational history textbook called Epos: historia: för gymnasieskolans kurs A (2008) and Epos [historia] 1b (2012), published for two different curriculum. Our qualitative investigation of two parts of the book?s content proves that the two principles of gender system are present in both books, although to a lesser extent in the latter version. Calculating the material, results have shown that anonymous men and women are almost equally presented in Epos 2012, which is not the case in the 2008 version.

The purpose of this study was to gain understanding of orthodox Christianity in Swedish educational material. The aim was to compare the presentation of orthodox Christianity towards pupils before the new curriculum and after. With the help of an analytical approach by Bergström and Boreu ?s and the interpretation strategy by Quentin Skinner, I have studied material used in school for the subject religion. I have limited my educational material in one way.

This essay investigates how the chapters of the interwar and the Second World War have changed in the high school history textbooks during the period from 1944 to 2008. In the study eleven history textbooks have been studied, most quantitatively but also qualitatively. For example the number of pages and rows devoted to different subjects and countries are compared in the books over time. The result of the study shows that there are some big changes over time but in most sections there are also big differences between the books, which make it harder to draw general conclusions. There are a lot more names, pictures and dates in the newer books compared to the older ones, although the number of different names is about the same in all the books.

The purpose of this study has been to look into and analyze the view on sex equality in textbooks and teaching media, and teaching of a group of upper secondary school teachers, through a gender perspective. The teachers teach subjects within social- and political science. The two questions that I wanted to answer are: What views do the teachers have on sex equality in their teaching? What views do the teachers have on sex equality in the teaching media (textbooks and other teacher media) which they have access to? Since I wanted to look into the teachers own views I chose unstructured interviews as the method of gather empirical information. To interpret the transcribed texts I chose the hermeneutic view of people as intentional.

This essay focuses on how women and the woman emancipation are described in high school history textbooks from the years 1970, 1980, 1990 and 2000, using the theories history consciousness and gender. Two textbooks are analyzed from each period. There are several gender theories, in this essay it is Yvonne Hirdman?s theory concerning woman- and gender history that is used. This means that the woman emancipation and women?s history are analyzed from the perspectives invisible, add, and-, how- and gender history.

This essay will investigate how the History subject has changed and developped in Sweden. For those who study the way subjects and the school itself change over time it becomes quite clear that they have gone through an enormous change. However this essay will focus on how the History subject, and mainly the teaching of the Antique, in particular, has changed. In order to find out how it has changed several things will be taken into account. First of all there will be interviews and conversaisions with several teacher and try to find out how it has changed, according to their experiences and belives.

The urgency of sustanible development is world-over issue. This essay focuses on the relations of enviromental ethics in the context of the Swedish upper secondary school and the subject of geography, by analysing different educational texts.The purpose of this essay is to reveal and identify discourses of enviromental ethics in curriculum documents; Lgr 11 and the plan- and the coursedocuments for the subject of geography, in educational publisher?s textbooks and in sponsored texts related to the subject of geography and finally to discuss potential consequences this might implicate for education. For this have the methodology of Norman Fairclough´s critical discourse theory, CDA, as well as a matrix of environmental ethics, based upon Mikael Stenmarks classifications of enviromental ethics, been used.In the Cirriculum, Lgr 11 and documents for the subject of Geography, and in the educational textbooks from ?Liber? and ?Gleerups?, are the environmental ethics of intergenerational anthropocentrism the dominant.