Even though discrimination of gender in schools and general workplaces is prohibited by Swedish law, there are reports and witness accounts that suggest that discrimination, such as sexual harassment, still exist in Swedish schools.The main purpose with this essay is to look into how questions concerning gender related issues and equality between the sexes is treated in the schools governmental directives, and in Textbooks, such trying to examine in what way these questions are addressed in schools. I will answer the following:In what way and to what extent do the governmental directives bring up questions concerning gender related issues and equality, and how are the teachers governed into teaching these matters?Has there been any change concerning these matters between Lgr-80 and Lpo-94?What is written in Textbooks in social studies about gender rôle and equality and to what extent do they follow the curriculum?Is there any visible change in Textbooks written after Lgr-80 and Lpo-94?In order to answer these questions I will analyze the curricula, Lgr-80 and Lpo-94, and Textbooks in social studies written on the basis of these curricula.The study showed a more evident governing towards an active teaching and mentoring the students to equality between the sexes, in Lgr-80 than in Lpo-94. The Textbooks followed above all Lgr-80 in three of four cases and in the fourth case the curriculum was not followed at all..

In this paper, the aim was to investigate how the Swedish subject is projected in Textbooks for grade 6 and grade 9. The study was conducted based on the grounds that teachers need to be aware of the increasing expectations placed on students? literacyknowledge. To determine how well a textbook helps students to develop these skills, four Textbooks? assignments have been analyzed using textual analysis based on learning theories, literacypractices and Swedish substance conceptions.

AbstractThis degree project focuses on the questions how teachers´ within the four socially oriented subjects? history, geography, religion and social science use the textbook, and their attitudes towards Textbooks. The method used in this project was interviews with teachers. Previous research shows that teachers use the textbook to a great extent. Studies also show that teachers? way of educating depends upon their individual educational attitudes.

The study's aim is to implement a textbook analysis and examine how women are described in history Textbooks for high school and in the curriculums Lgy 70, Lpf 94 and Gy 11. The study has a gender perspective and the study's purpose is to make a comparative study and compare Textbooks with the current curriculum and compare the results with each other to see if there has been any change over time. The survey's material is three editions of Alla tiders historia from Gleerups förlag. The study refers to editions from 1989, 1996 and 2011. General parts from Lgy 70, Lpf 94 and Gy 11 are also central for my study.

Though still well used in Swedish schools, Textbooks are no longer under any governmental control or inspection. It is now responsibilities of the teacher, thus, knowledge is considered crucial. Therefore, the aim of this study was firstly to investigate if and how four biology/natural science Textbooks, produced 1957-2008 for primary school years (3) 4-6, expressed any sex, gender and/or sexuality norms. Moreover, due to thoughts of queer theoretic Judith Butler, the study also investigated if and how these three norms interacted. By examining what the Textbooks mediated, the purpose was finally to find out if and how the norms differed or not.

This essay is a study of ethics and morality in Textbooks in religious education. The mainquestions in this essay is how ethics and morality are represented in the Textbooks, what thebooks say about ethics and morality and, in some cases, what they don´t say about it. Toanswer these questions I have studied three Textbooks in religios education and my methodwas content analysis and features of discourse analysis. The theory that I have used in thisessay is Emmanuel Levinas theory about ethics and the-other and Zygmunt Baumans theoryabout ethics in the postmodern society.The conclusion is for example that ethics and morality often is separeted from the rest of thereligious education and that Levinas and Baumans theories are not something that theTextbooks are very much influenced of..

This essay is a textbook study where I aim to review four Textbooks regarding some historical events in the subject History. The Textbooks are used in junior high school and the historical events are as follows: the genocide that happened in Congo during the leadership of king Leopold II, the genocide on Armenians in the Ottoman Empire, the Holocaust and the Vietnam War.By performing this study I wanted to answer these three questions:What differences and similarities can be found in how the events circumscribed?How much space do the various events have and has it evolved through the years 1980-2009?How can this be explained?The study has been analyzed from a post-colonial perspective and the recurring patterns that appear show how the texts are post-colonial. This means that the authors of the Textbooks are writing about the same subjects, but in very different ways..

This study aims to analyse how sex and sexuality are presented in the Buddhism and Hinduism chapters of religious studies Textbooks for upper secondary school. The chosen Textbooks are all linked to the new curriculum Lgr 11 which was implemented in the Swedish school system in the spring of 2012. The Textbooks were analysed by using two methods; content analysis and discourse analysis. Content analysis was used to examine with which frequency sexes and sexualities appear in the Textbooks, while discourse analysis was used to find what discourses surround the two concepts. The discourse analysis used two theories in order to contextualize the several discourses about sex and sexuality.

The purpose of this study is to analyse and compare how religious and non-religious world views are described and represented in three Swedish Textbooks. The main question of this study is: How do three Textbooks for the first stage of religious studies in high school represent non-religious and religious world views based on the text analysis tools: ethos, modality and transitivity?The three Textbooks that are being analysed and compared were produced in the years of 2000, 2002 and 2009. The Textbooks are used when teaching the first stage of religious studies in Swedish high school. The text analysis that I´ve chosen to use in this study is a part of Norman Faircloughs critical discourse analysis.

This study investigates if and how grammar instructions and exercises in Spanish Textbooks have evolved during the last thirty years. More specifically it focuses on how the grammar is presented (explicit instruction) and on the nature of the exercises (input, production and interaction). The method for investigating these things is firstly an analysis of the explicit instruction, and secondly a quantitative study of the exercises. The number of Textbooks analyzed in this study is four and only the chapters that focus on teaching the preterite are included in the analysis. The result shows a tendency towards direct explicit instruction and controlled production practice.

The purpose of this study is to examine whether the high school textbook on religious studies differences in how Christian ethics and in what way it is presented in comparison with the presentation of Buddhism, Hinduism and Judaism and it´s ethics. The analyzed material is Textbooks from the late 1960s to the 2010s. Due to the survey´s nature the focus is first and foremost the chapters dealing with religious ethical issues and what amount of pages or space the different religions are given in the books. The results from the Textbooks are compared with the curriculum that is or was effective during the time the books were published. This is done to determine whether there is a clear link between the books and the guidelines of the curriculum.

This essay is written in order to expose the construction of collective identity in Textbooks for Swedish as a second language. To help visualize the process that shapes and categorize sub-jects based on a relational identity formation I assume mostly from Ernesto Laclau and Chan-tal Mouffe's discourse analysis theory frame. The paper called it as discourse theory. There are two Textbooks in Swedish as a second language to be studied. Based on the textual materi-al found in the Textbooks I perform a discourse analysis involving mainly focus on relational identity construction.

This is a study that aims to discern whether there are any differences between upper secondary level school Textbooks published both before The Living History Forum (a government agency that works with issues on tolerance, democracy and human rights) was founded and after with regards to their depiction of Judaism in general and anti-Semitism and the Holocaust in particular. Underscoring the relevancy of this topic, in 1997 CEIFO (The Centre for Research in International Migration and Ethnic Relations) and Brå (Swedish National Council for Crime Prevention) conducted a survey among school children which revealed a lack of knowledge regarding the Holocaust (including whether it had even occurred). With this educational deficiency in mind, this study attempts to determine if there is an active development in text-book authoring regarding this subject.Using Norman Fairclough's critical discourse analysis (CDA) eight Textbooks (four old and four new) are examined and compared in order to see if there have been changes in discourse regarding this topic over time. Fairclough's critical discourse analysis is a method used to analyse the relationship between discourse and changes in social and cultural development, and is thus employed in this case to determine if any significant changes have been made in Textbooks regarding this topic.As a future teacher in religion it is important for me (and others) to be aware of this type of issue in order to be able to combat it when encountered in schools. It is also important, and part of one?s responsibility as a teacher, to actively and critically work with and review Textbooks.This study has not found any major changes in the depiction of Judaism and anti-Semitism in any of the Textbooks reviewed.

Textbooks are a very influential medium considering the fact that they often introduce students to information they have never read or heard about before, and as such they become very important in forming students? opinions on different matters. In this study I have taken a closer look at five Textbooks in history that are currently being used in the Swedish upper secondary school. My aim has been to find out how East Asia is pictured and also how much space East Asian history is given in these Textbooks with the postcolonial theory as theoretical basis. My study shows that East Asia is given very little space compared to Europe in these books, with an average of less than a twentieth of the number of pages that deal with European history.

The purpose of this study is to examine whether the high school textbook on religious studies differences in how Christian ethics and in what way it is presented in comparison with the presentation of Buddhism, Hinduism and Judaism and it´s ethics. The analyzed material is Textbooks from the late 1960s to the 2010s. Due to the survey´s nature the focus is first and foremost the chapters dealing with religious ethical issues and what amount of pages or space the different religions are given in the books. The results from the Textbooks are compared with the curriculum that is or was effective during the time the books were published. This is done to determine whether there is a clear link between the books and the guidelines of the curriculum.