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Jag har i detta arbete undersökt och analyserat hur fyra drottningar synliggörs i 12 svenska historiska läroböcker i ämnet historia.   Syftet med uppsatsen har varit att undersöka hur fyra drottningar framställts i svenska historiska läroböcker under en tidsperiod mellan åren 1900-2010. Frågor som ställts är i vilka sammanhang drottningarna synliggörs och sker det en förändring med tiden? Kan en ändrad genusmedvetenhet urskiljas hos författarna? Vilka skillnader i framställningen som regenter finns det? Hur förändras styrdokumenten och blir de mer genusmedvetna med tiden?   Resultatet av analysen av de läroböcker som har granskats är varierande, det kan ses en ökad genusmedvetenhet med tiden i läroböckerna, samtidigt som drottningarna i allt större grad ges mindre plats i böckerna med tiden.

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<p>My goal with this thesis was to investigate how educational material in the subjects of history, geography and social studies relate to the fact that Sweden has a history marked by prejudice and racism.I have chosen to focus on four areas in the Swedish history that I think deserves some special attention, these four areas have been: the Swedish slave trade on the island of Saint Barthelemy in the eighteenth century, Swedish eugenics and oppression of the Sami people, forced sterilization services during the twentieth century and Sweden's aid and concessions to Nazi Germany during World War II. With these areas in focus I’ve studied three textbooks in the courses Geography A, Civics A and History A to se how they deal with prejudice and racism in the Swedish history.</p><p>The result I have come to is that none of the books addresses all four of the areas I’ve focused on. Even if the books are taken as a whole the image that they convey is not adequate. In the event that the four areas that I’ve focused on been mentioned the information have been scant and rarely, if ever, has Sweden been paired with phenomenons like racism, slavery, colonialism, eugenics, forced sterilization, etc. All these concepts (apart from racism) are treated in comparison to other countries and in some cases, even moral advice, or condemnations occurred in connection therewith. Racism as a phenomenon is not discussed in any of the books, creating a further gap in the history these books create. The consequence of this would be that the teaching teachers need to compensate for the shortcomings of these books to meet the guidelines and objectives governing documents set up. If such compensatory education does not take place there is a risk that the areas I have chosen to focus on will fall into oblivion and the lessons we can learn from history could be lost.</p>

The aim of this thesis is to analyze debates and discourses about the public library in Swedish media from the 1970s up to and including 2006. The empirical material is derived from TV, radio and the daily press and by using discourse theory and methodology a number of debates are problematized. The result of the analysis showed similarities but also differences between dominant discourses during different decades. One discourse, termed the book discourse, recurs during all the decades of the study. The book discourse is primarily associated with concepts such as printed books, good quality fiction and popular education. The 1970s is dominated by a discourse called the community centre discourse. It called for public libraries to become community centers for various kinds of cultural and political activities. The information mediation discourse appeared first in the 1980s and was present during the 1990s and the following decade. This discourse argues that public libraries should prioritize new technology and engage primarily in mediating information, irrespective of the format in which it is presented. The analysis as a whole also revealed that authors often had a prominent position in and exerted substantial influence over the content of the debates. Librarians, however, did not participate to any great extent in the debates. In the conclusion I argue that there are important aspects of the public library that does not appear in the material. The role of the library as a meeting place is one such absent theme. Another is the importance of the library to ensure integration. I argue that this invisibility is a result of the book discourse dominating the debate. If the public image of the library is defined from the viewpoint of the book discourse, the result can well be that the institution is equated with a specific media format - printed books. Because of significant changes in media consumption and the ongoing digitization of information, this focus could in the long run mean that the library risks loss of legitimacy. Describing the library as a cultural institution, as a community centre or as an information centre depends on different discourses that aim to further different wills and interests. By highlighting the political, professional and institutional interests articulated in dominant discourses on the public library in Swedish media during a period of almost 40 years, this study suggests that the media debates must be widened and opened up for more actors.

My goal with this thesis was to investigate how educational material in the subjects of history, geography and social studies relate to the fact that Sweden has a history marked by prejudice and racism.I have chosen to focus on four areas in the Swedish history that I think deserves some special attention, these four areas have been: the Swedish slave trade on the island of Saint Barthelemy in the eighteenth century, Swedish eugenics and oppression of the Sami people, forced sterilization services during the twentieth century and Sweden's aid and concessions to Nazi Germany during World War II. With these areas in focus I’ve studied three textbooks in the courses Geography A, Civics A and History A to se how they deal with prejudice and racism in the Swedish history. The result I have come to is that none of the books addresses all four of the areas I’ve focused on. Even if the books are taken as a whole the image that they convey is not adequate. In the event that the four areas that I’ve focused on been mentioned the information have been scant and rarely, if ever, has Sweden been paired with phenomenons like racism, slavery, colonialism, eugenics, forced sterilization, etc. All these concepts (apart from racism) are treated in comparison to other countries and in some cases, even moral advice, or condemnations occurred in connection therewith. Racism as a phenomenon is not discussed in any of the books, creating a further gap in the history these books create. The consequence of this would be that the teaching teachers need to compensate for the shortcomings of these books to meet the guidelines and objectives governing documents set up. If such compensatory education does not take place there is a risk that the areas I have chosen to focus on will fall into oblivion and the lessons we can learn from history could be lost.