The essay examines and compares three different Textbooks used in gymnasieskolans A- course from a postcolonial perspective. The method used in the essay is a qualitative analysis. Edward Said?s postcolonial theories are used as a tool to facilitate the analysis of the Textbooks. The purpose of the essay is to examine how the Textbooks depicts different parts of the world, are they depicting a multicultural world view, or are the Textbooks assuming a western perspective in their description of the world.

This essay is a study of  Textbooks in religious education for middle school. Textbooks are for many, the first contact with religion and they contain a shorter description of different religions. The study is supported by theories of 'Islamofobi' by Mattias Gardell as well as oriental studies by Edward W. Said. The purpose of the study is to examine how Textbooks describe islam and muslims' situation in Sweden.

I started this project with the understandning that European hisory has become more important in government documents as a part in a larger European discourse, and that this fact is likely to be reflected in the chools Textbooks. Therefore this essay deals with the task of comparing history Textbooks over time trying to find changes. Firstly to find out how much space European history is afforded in the Textbooks, and secondly how Europe is described and used in the Textbooks. In my first task I will use a content analysis and in my second a conceptual analysis. My material consists of eight books and I have three pieces of older educational materials from the years 1949, 1954 and 1962.

The purpose of this thesis is to analyze the perception of Christianity in nine Textbooks andidentify changes in-between them and over time. The content of the Textbooks will also bediscussed in relation to the steering documents connected to each book.I have chosen to focus on three curriculums, Lgy 70, Lpf 94 and Gy 11. My researchquestions are: how Christianity is treated in Textbooks in religious studies in relation to theperception of Jesus, God and man? What are the differences/similarities across time andlearning materials? In what way does the Textbooks change with the syllabuses?Text consumption and discursive practices is analyzed with the help of a set of tools thatare based on the critical discourse analysis and Fairclough's three-dimensional model. Theimage of Jesus, if described by a textbook, is also analysed.Three Textbooks were chosen from each curricula.

The aim of this study is to examine the existence of norms in three Spanish Textbooks intended for upper secondary school in Sweden. One category of norms, gender norms, is selected for analysis. The focus of the analysis is on how gender norms are represented in the Textbooks. The concept of gender also includes - in addition to the relation between man och woman - ethnicity, sexuality and disability. The three analysed Textbooks are Caminando 3, Vistas 3 and El Sur paso 3.

The aim of this essay is to study how cultures are presented in English Textbooks for A-level students in Sweden. The aim is divided into three research questions, what does culture in English teaching mean, how is the English-speaking world presented in the Textbooks and is the image that is presented stereotyped or does it try to challenge it? The study comprises of four Textbooks from 1998-2008. The theoretical frame used in the essay is Edward Said?s Orientalism.

AbstraktThe purpose of this study is to examine how Swedish politicians and Textbooks in social science choose to describe communism, this in order to see if there is a main discourse that controls what communism is associated with. The study is structured by the following question: How does Swedish politicians and Textbooks choose to describe communism, is there a main discourse that controls how language is used? The method chosen for the analysis is discourse analysis. Chain analogy is used to structure the studied texts discursive content. Four Textbooks in social science are analyzed and a number of public government documents that contains discussions about communism and the agency Forum för levande historia.The analysis shows that there is a clear discourse among leading politicians that dictates that communism is to be associated with a spectrum of negative words and concepts, but when it comes to the Textbooks there isn?t an equally clear discourse and the Textbooks differ among themselves in general content.

The aim of this study is to analyze Hinduism in upper secondary school Textbooks using a gender-based perspective. The specific material used consists of four Textbooks, whereof two are published prior to the curriculum Lgy 11 and two are published after Lgy 11. In order to analyze the Textbooks the following methods are used: content analysis, picture analysis and comparative analysis. First, the contents and pictures of the Textbooks are analyzed using theories on gender. After this analysis the results are compared to the relevant curriculum and its guidelines for the analyzed subject.

This essay is about how islam is illustrated in Textbooks of History in Sweden during 1980-s and first decade in 2000.  This study does not aim to give all answers about those tendencies, but it will lift up and discuss this issues.The essay has two questions to answers. They are:1-      How does Textbooks from 1980-s and 2000-s illustrate Islam?2-      Do we see any tendencies of Orientalism in Textbooks?The most focus in this study will be in first question, because this question is more open and need more empirical material to answer. The second question is more specific and has to do with first questions results. The first part of off essays investigation has to do with description of what Textbooks writtes about Islam. After this I will compare and analyze what differences they are between Textbooks from 1980-s and first decade of 2000-s.

The aim of this study is to examine the word acquisition, focusing on the nouns and word exercises, in two Swedish Textbooks for German in the upper secondary school. The chosen method for investigating the nouns was corpus analysis. The noun frequency and distribution in the Textbooks were analysed and discussed in relation to research in second language acquisition. The Involvement Load Hypothesis by Batia Laufer and Jan Hulstijn was used to examine the exercises in the Textbooks. The study showed that most nouns only occurred once in the Textbooks, but the most frequent nouns were well spread in the Textbooks.

This study is about the use of Textbooks in teaching English as a second language and about teachers? attitudes and opinions of using Textbooks during lessons. The aim of the study is to receive a deeper understanding of the use of Textbooks in English teaching and to learn about why teachers choose whether to use the textbook approach or not. The study contains an analysis of the Textbooks the teachers in our study used. The analysis shows the actual content and the types of texts together with the design and the structure of the Textbooks.

This essay is about how islam is illustrated in Textbooks of History in Sweden during 1980-s and first decade in 2000.  This study does not aim to give all answers about those tendencies, but it will lift up and discuss this issues.The essay has two questions to answers. They are:1-      How does Textbooks from 1980-s and 2000-s illustrate Islam?2-      Do we see any tendencies of Orientalism in Textbooks?The most focus in this study will be in first question, because this question is more open and need more empirical material to answer. The second question is more specific and has to do with first questions results. The first part of off essays investigation has to do with description of what Textbooks writtes about Islam. After this I will compare and analyze what differences they are between Textbooks from 1980-s and first decade of 2000-s.

"In the eye of the beholder- A didactic study of Swedish teachers and Textbooks in history?s reasoning about nine eleven and its aftermath" by Emmy Johansson and Emma Svanström aims to show which picture both teachers and Textbooks on elementary school and upper secondary school want to mediate on the subject. The study also strives to compare the teachers view with the Textbooks.To achieve these goals the study uses materials from eight interviews and fifteen Textbooks. The methods are a combination of interviews and textual analysis inspired by the scientist Elizabeth D. Herman.

Den du är, inte den du förväntas vara ? en kvalitativ studie av läroböcker i religionskunskap och dess behandling av kön, sexualitet och etnicitet (Who you are, not who you are expected to be - a qualitative studie of Textbooks in religious studies and the treatment of gender, sexuality and ethnicithy) is a qualitative study with the primary focus to examine Textbooks as a resource for the teacher. Focus is put on how gender, sexuality and ethnicity is portrayed in Textbooks for religious studies in upper secondary school. The Textbooks are also examined as a resource based on their usefulness. To do this a hermeneutic approach was taken and the Textbooks were studied based on the knowledge they provided and their readability.

This paper presents an analysis of history Textbooks used in schools in Sweden and Norway. The intention of the research was to study how the history Textbooks describe communism and communistic dictatorship mainly during the cold war. The result of this study is that there were no big differences between Swedish and Norwegian history Textbooks, but there are, however, some differences in how communism was described between the authors and also over time. Mostly, the books that were written in the post cold war period were somewhat more critical to communism in the eastern Europe (even thought they mainly handled with Stalin´s communism. And they also set quotationmark between Stalin´s communism and the nazi terror during World War two..