This study aims to analyse Textbooks used in the course Religious Education 1 in Swedish upper secondary schools. The Textbooks were analysed by using qualitative content analysis. By using queer theory and the theory about ?homo religiosus?, the study examined which norms concerning sex, gender, sexuality and relationships the Textbooks convey.            The study shows that the Textbooks convey norms about sex and gender by portraying the men?s perspective when educating about the different religions. The women perspective is being discussed in a specific part of the chapters and is therefore being portrayed as different.

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 article evaluates the narrative and it´s didactic role in historiographic Textbooks for schools. The primary study is a comparing qualitative analysis of the narrative in the different Textbooks. The result leads to a pedagogical discussion based on Kieran Egans theories about cognitive tools, and how they shape our comprehension. The theoretical background defining and discussing narrative as a concept is partly based on a semiotic view, part linguistic. The main conclusion of the work is how the narrative seems to be a product of discourse in the ways the Textbooks differ at the most from each other; Broken down, how the role of the writer and the reader and their conception of the world take part I a significant comprehension of the stories told in history Textbooks..

A large number of genocides have taken place in our history. The purpose of this essay is to examine how genocide is treated in five high school history Textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the Textbooks and which genocides the Textbooks don?t discuss.

The Swedish educational system has taken a step toward change in hopes of a better education by presenting a new national curriculum: Curriculum for the compulsory school, preschool class and the leisure-time centre 2011 (Lgr 11). I have therefore chosen to analyze the Textbooks Champion 4 and Portfolio based on the objectives and areas of knowledge for grades 4-6 found in the syllabus for English in Lgr 11 in order to find out whether or not the Textbooks are in harmony with the syllabus and if the Textbooks can be used to help students meet the requirements found in the syllabus for the English subject.The purpose of this study is to analyze selected Textbooks for the English subject for students in fourth grade to find out which of the curriculum?s requirements are met for grades 4-6, that is, goals and areas of knowledge and if they can be used in the compulsory school.The results of this study show that the analyzed books can be used in an education that today follows a new curriculum. However the education should not only be based on the Textbooks. The teacher must take responsibility for designing an education that suits the intended student group, but also provides students with different learning styles an opportunity to develop in their individual ways.

The following essay examines if five Swedish Textbooks aimed for religious studies in upper secondary school might show similar flaws to those presented by the Swedish Schools Inspectorate in their review of religious studies conducted in 2012. The method used in this essay is a qualitative study of Swedish Textbooks influenced by Lantz definition of wide and thin ethics. This in practice means that I have analysed the five Swedish Textbooks using thin and broad ethics while conducting the analysis of the five. The purpose of the essay was to see if the flaws presented in ?Mer än vad du kan tro? regarding ethics and moral education might be present in Swedish Textbooks as well.

This paper investigates the presentation of Islam in Textbooks used in the study of religion in high schools. The papers focus on two main questions concerning the ways in which Islam is presented in the analysed Textbooks, and how the new curriculum has influenced the portrayal of Islam in the materials. Here, the paper utilizes a method of critical discourse analysis with Faircloughs three-dimensional analysis. The paper then concludes that the presentation of Islam is negative in nature, with the content and view of Islam having been simplified and stereotyped. Often the Textbooks studied frame Islam as being an aggressive and oppressive religion, especially in matters con-cerning women.

Although Textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in Textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several Textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the Textbooks, but in this paper only one section will be reviewed among four different Textbooks. The section to be compared, in the paper, is the interwar period.

The purpose of the study is to se how coherent certain parts of four Textbooks is with the curriculums Lpo 94 and Lgr 80. The study will examine Christianity and Islam in four Textbooks. The aforementioned books are high school Textbooks. To help us conduct the study we will use Hellspongs qualitative analysis method that?s allows us to conduct a profound analysis.

It is important that the language in Textbooks for foreign language learners reflects the language that the learners would encounter in real life. For this reason, the presence of the thousand most common nouns in two Swedish Textbooks in Spanish for upper secondary school is observed in this study. Furthermore, this study aims to examine how these nouns occur in order to determine if their pattern of occurence favours the learning and consolidation of words. The main materials that have been used are A Frequency Dictionary of Spanish by Davies (2006) and the word search program available in the digital versions of the Textbooks. The results show that the presence of the thousand most common Spanish nouns does reflect the frequency information presented in the frequency dictionary but not all thousand nouns are included.

It is important that the language in Textbooks for foreign language learners reflects the language that the learners would encounter in real life. For this reason, the presence of the thousand most common nouns in two Swedish Textbooks in Spanish for upper secondary school is observed in this study. Furthermore, this study aims to examine how these nouns occur in order to determine if their pattern of occurence favours the learning and consolidation of words. The main materials that have been used are A Frequency Dictionary of Spanish by Davies (2006) and the word search program available in the digital versions of the Textbooks. The results show that the presence of the thousand most common Spanish nouns does reflect the frequency information presented in the frequency dictionary but not all thousand nouns are included.

It is important that the language in Textbooks for foreign language learners reflects the language that the learners would encounter in real life. For this reason, the presence of the thousand most common nouns in two Swedish Textbooks in Spanish for upper secondary school is observed in this study. Furthermore, this study aims to examine how these nouns occur in order to determine if their pattern of occurence favours the learning and consolidation of words. The main materials that have been used are A Frequency Dictionary of Spanish by Davies (2006) and the word search program available in the digital versions of the Textbooks. The results show that the presence of the thousand most common Spanish nouns does reflect the frequency information presented in the frequency dictionary but not all thousand nouns are included.

The Swedish education system reflects the multicultural society in Sweden, therefore there is a need of school Textbooks that pupils can identify themselves with to create meaning and value in their learning. According to the Swedish Education Administrations (Skolverkets) report (2006) and Selander (2003, s. 198) the school Textbooks are the main source of education in class. There has been an implicit message in the older Textbooks that is associated with the belief that non-Europeans are "seen" as victims, and that Europeans are privileged with a "good life".Many school texbooks has been analyzed from different points of perspectives, however, analysis from a postcolonial perspective on home economics books has practically been nonexistent.Analysis in this study are focused on how non-western people are been portrayed in six different Textbooks in the subject to conclude if the colonial discourse is still maintained and reproduced in the school. To answer the question of formulation an image analysis is made of the six, previiously mentioned, Textbooks.

This paper investigates the presentation of Islam in Textbooks used in the study of religion in high schools. The papers focus on two main questions concerning the ways in which Islam is presented in the analysed Textbooks, and how the new curriculum has influenced the portrayal of Islam in the materials. Here, the paper utilizes a method of critical discourse analysis with Faircloughs three-dimensional analysis. The paper then concludes that the presentation of Islam is negative in nature, with the content and view of Islam having been simplified and stereotyped. Often the Textbooks studied frame Islam as being an aggressive and oppressive religion, especially in matters con-cerning women.

AbstractIn the paper, democracy's development and change are studied in Swedish Textbooks related to social science. The study?s starting point is that the picture of democracy provided to students has changed over time. The study aims to see how the view on democracy has altered in Swedish Textbooks in social science. In order to examine this, I have studied seven Textbooks, from 1945 to 2006, in social science.