The aim of this paper is to examine how gender and religion is described and portrayed in relation to one another in Swedish Textbooks. The research questions used in order to reach the aim of the study is what interpretation of gender and feminism is represented in the Textbooks and is the gender perspective consistent regarding all religions described in the Textbooks, or does it vary depending on which religion that is described?This study is based on four Swedish Textbooks used when teaching religion in Swedish upper secondary school. The books chosen are published after the most recent curriculum for the upper secondary school, published in 2011. The curriculum gave new directions stating that questions of gender in relation to religion should be a part of the education.

This paper contains an analysis that sets out to investigate how sustainable development is portrayed in Textbooks used in gymnasium level civics education. The study covers three Textbooks, all in current use. The paper sets out to explore the relationship between the books chapters on economics and those about environmental issues. The sum of these two parts is in the context supposed to make up the books big picture of green sustainable development, i.e. the ecological aspect of sustainable development. An analytical model will be used to categorise and compare the three Textbooks.The method chosen for this is analysis of ideas by use of ideal types.

Christianity has for a long time played a significant role in the Swedish school system, which can be seen in the syllabus of the course religion in 2011 where Christianity got a special status and the Christian alignments were explicit named. The aim of this essay was to see whether, and if so how, Christianity and its three alignments ? Catholicism, Orthodoxy and Protestantism ? had developed a greater impact in religion Textbooks for grades 7?9 adapted to Lgr 11 compared to Lpo 94 and partly to see if there had been any changes and to what extent. The main question concerned whether Christianity had a greater impact in religion Textbooks adapted to Lgr 11 than Lpo 94 and how Christianity could be seen as culture-religion. The sub-questions concerned whether there was any differences in what Christianity is and to what extent Christianity were represented in religion Textbooks, but also if any difference to what range the three alignments where represented. The study consisted of six religion Textbooks for grades 7?9, where three were adapted to Lpo 94 and three to Lgr 11.

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.

During our teacher training, focusing on history and Swedish at further education level, we have noticed a discrepancy in the way history is portrayed in further education and higher education literature. Accounts of historical ideas, events and developments have often wrongly been depicted as non-gender specific, that is, of equal relevance to both men and women. To what extent is it made clear in further education Textbooks that Rousseau?s treatise on education was exclusively aimed at the male gender, and how are the gender-specific aspects of his ideas described? What role and space are set aside for women in the accounts of the struggle for the universal right to vote in Sweden at the turn of the century in 1900, and how is the unions? initial exclusion of female workers portrayed? Focusing on the above historical events and developments, this study aimes to examine whether or not gender-specific issues are described as gender neutral in a selection of history Textbooks for further education published in Sweden between 1982 and 2003..

AbstractThis essay is based on a qualitative and quantitative study. We have compared history Textbooks on an upper secondary level and how the books handle the Soviet Union. This study is done in Växjö as a region. Furthermore we also made interviews with upper secondary teachers and forms with upper secondary students. Our study of the Textbooks has been ranges within the period from 1917 until 2009: we choose the year 1917 because the Soviet revolution started at the former date.

The aim for this paper has been to examine three Textbooks designed for science education in upper secondary school in order to determine whether they convey any specific attitudes regarding what is considered to be ideal knowledge within the field of biology. The main focus has been to investigate if different types of design strategies have been used to emphasize certain values or attitudes and if this proves to be the case, how is this achieved specifically?                      For this purpose I have conducted several different qualitative linguistic analyses of the Textbooks. The theoretical framework for the analyses lies within the main field of critical linguistics and more specifically in the context of systemic functional linguistics. The two main language models I have chosen to use for my investigations are functional grammar and multimodal text analysis.                      My results imply amongst other things that by conducting an overall assessment of the headlines in the Textbooks a fair assessment can be made of which overall attitudes the books convey.

Swedish students in the upper secondary school will recieve informaition regarding religion from multiple sources. If we look past the students surroundings like the family, friends or multimedia school is still the primary arena for religous education. Discussions about religion will take place in other lessons than just the subject religion. History is in my opinion the subject closest related to religion and the two makes up for a lot of the values work in swedish schools. Textbooks is still one of the most important tools for education and that makes them important as objects to study.

AbstractThis essay is based on a qualitative and quantitative study. We have compared history Textbooks on an upper secondary level and how the books handle the Soviet Union. This study is done in Växjö as a region. Furthermore we also made interviews with upper secondary teachers and forms with upper secondary students. Our study of the Textbooks has been ranges within the period from 1917 until 2009: we choose the year 1917 because the Soviet revolution started at the former date.

This thesis is about how ideology affects the way leadership literature measures good and bad leadership qualities. The paper argues that ideological influences in leadership literature, from a teacher perspective, complicate the understanding of leadership in its practice and theory. The methodological tool used in this thesis is an idea- and ideology analysis approach applied on leadership literature that is used in teacher education. A theoretical discussion about the definition of leadership and its possible ideological connotations sets a frame for measuring ideological influences in the texts. The analysis from the Textbooks showed clear signs of ideological influences when talking about leadership.

The purpose of this study is to determine whether or not there has been a change in the use of democratic values in Textbooks in social science for classes 4-6. The focus lies on democratic values from two different theoretical perspectives, Dahl?s theory of democracy and Habermas deliberative democracy. The method used is a text analysis based on a model made by Lennart Hellspong. The material we?ve analysed consists of four Textbooks in social science from different decades, with a range from 1981 until today.

The purpose of the study is to analyse the representations of Jewish festivals and how they affect the teaching in three Textbooks for Religious Education 1 in Secondary Upper Education. The Textbooks are Religion och livet (2007) written by Börge Ring, Religionskunskap för gymnasiet (2009) written by Lars-Göran Alm and Religion 1 för gymnasiet (2012) written by Lennart Göth, Katarina Lycken Rüter and Veronica Wirström. The basis for the study is the phenomenological perspective as described by Émile Durkheim and in particular Carl-Henrik Grenholm and Karl-Johan Illman. It tells that religion cannot purely be understood as a religious belief without its rituals. This phenomenological perspective on religion both the curriculum and syllabus encourages.

This paper is a study of some of the mathematics Textbooks that were used in Swedish public schools from 1842 to the present. During this period several revisions of the curriculum took place and led to a change of contents in the various books. The first part is a description of the books chosen and highlights from each are given and compared with the corresponding curriculum. Also social and political change and the role of men and women can be studied in the examples presented. A comparison between similar topics and how they were accounted for in the older versus the newer books follows suite.

The aim of this essay is to examine how gender is described in pictures in Textbooks used in swedish upper secondary school. The research question is: How is gender being potrayed in the pictures of new age in the textbook in relation to traditional dichothomy, hierarchy and detraditionalization? The material used in this study consists of five Textbooks in religion used for education in upper secondary schools in Sweden. In total, 18 pictures from these books that describe new age, constitutes the subject of analysis. The method used is picture analysis.

The main purpose with this study is to describe teachers? use of Textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers.