I den här uppsatsen kommer jag att undersöka vilken roll kristendomen innehar i religionskunskapen, jämfört med de andra världsreligionerna. Jag kommer att utgå från hermeneutiken för att tolka olika aspekter i tre olika läroböcker som används i religionskunskapsundervisning idag. Jag kommer först att titta på kristendomens inflytande över läroplanen från tidigt 1800-tal. Efter detta går jag igenom innehållet i de tre läroböckerna innan jag diskuterar resultaten. I en jämförelse där jag tittar på textomfång, urval av information konstaterar jag att  kristendomen framställs annorlunda jämfört med de andra religioner. Vissa uttryck liksom urval och komplexitet i framställningen antyder att kristendomen värderas högre än övriga världsreligioner i de utvalda läroböckerna. / In this essay I will investigate what role Christianity plays in religious studies, compared to other world religions. I will use hermeneutics to interpret different aspects of three textbooks, used in religious studies today. I will look at the Christian influence in the curriculum, dating back to the early 1800’s. After this I describe and summarize the textbooks’ main content, before I discuss my results. When comparing the volume and selection of information about Christianity versus other religions, I find that in the textbooks Christianity is portrayed somewhat different. Some expressions, as well as the selections of information and grades of complexity, implies that Christianity is valued higher than the other world religions in the selected textbooks.

I vårt examensarbete har vi genusgranskat två läroböcker som används i gymnasieskolan. Den ena heter Escalade 1 och används i steg 1 i franska och den andra heter Give ’n’ Take: Reader och används i engelska kurs A på yrkesprogrammen. Frågan vi har ställt oss är hur bilden av mannen respektive kvinnan förmedlas i både bild och text i läroböckerna samt om böckerna lever upp till de krav som styrkdokumenten ställer på jämställdhet mellan könen. Vi har kommit fram till att läroböckerna bevarar den traditionella begränsningen som finns på grund av kön där mannen framhålls på bekostnad av kvinnan vilket förmedlar en bild av att mannen och kvinnan inte är lika mycket värda och inte heller har samma möjligheter. Dessutom framställs kvinnan som mer emotionell än rationell och mannen saknar till stor del känsloregister. Det här resultatet gör att ovan nämnda läroböcker inte lever upp till de krav på jämställdhet som styrdokumenten ställer. / In our survey we have investigated gender roles in two textbooks used in upper secondary school: Escalade 1, used for beginners in French and Give ‘n’ Take: Reader, used in English A course in the vocational programs. The aim with the essay is to examine how men and women are depicted in the texts as well as in the pictures and find out if the textbooks correspond to the part of the curriculum dealing with equality between the sexes. The result of our survey reveals that the textbooks preserve the traditional gender roles where the man is the norm. Consequently, focus is set on him at the expense of the woman. This result suggests that men and women do not have the same status, rights and opportunities. Furthermore, the woman is described as more emotional than rational and the man, more or less, lacks feelings. The outcome of our survey makes it clear that these textbooks do not respond to the equal rights and opportunities of the sexes that the curriculum demands.

The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken. The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding. Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'. All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author". / digitalisering@umu

This essay explores the issue of organizing mathematics education by means of syllogism. Two aspects turn out to be particularly significant. One is the syllogistic analysis while the other is the cunning of reason. Thus the exploration is directed towards gathering evidence of their existence and showing by examples their usefulness within mathematics education. The syllogistic analysis and the cunning of reason shed also new light on Chevallard's theory of didactic transposition. According to the latter, each piece of mathematical knowledge used inside school is a didactic transposition of some other knowledge produced outside school, but the theory itself does not indicate any way of transposing, and this empty space can be filled with the former. A weak prototype of syllogism considered here is Freudenthal's change of perspective. Some of the major difficulties in mathematics learning are connected with the inability of performing change of perspective. Consequently, to ease the difficulties becomes a significant issue in mathematics teaching. The syllogistic analysis and the cunning of reason developed in this essay are the contributions to the said issue.

Barn och ungas skulder som registrerats hos Kronofogden har under de senaste åren aldrig varit flera. Skolan har ett ansvar att försöka hindra denna oroväckande utveckling. Denna uppsats handlar om privatekonomins förekomst i tre olika läroböcker för samhällskunskap 1A1 på gymnasiet och har som mål att undersöka vilken hjälp dessa böcker ger lärare och elever på gymnasiet. I den senaste läroplanen SKOLFS 2011 har privatekonomi lagts till och är numera ett gymnasiegemensamt ämne som alla elever läser. Genom ett kodschema har jag kunnat identifiera förekomsten av privatekonomin och bestämma kvantiteten av densamma genom räknandet av ord. Undersökningen är tvådelad där den andra delen analyserar innehållet och försöker göra slutsatser genom olika typer av textanalyser. Slutsatsen för undersökningen är att de tre böckerna har olika styrkor och svagheter men framförallt är det språkbruket som skiljer sig åt. Ett lärobokstext bör inte kräva allt för stora förkunskaper eller läsförståelse i en A-kurs. Två av böckerna hanterar detta väl medan den tredje lyckas mindre bra. / The debts of children and teenagers that are registered at the Swedish Enforcement Authority, have in the past few years hit an all-time high. School has a responsibility to try and stop this disturbing development. This essay is about private economy and its existence in three different textbooks for civics 1A1 and the Swedish high school. The goal is to investigate which support these books can give teachers and students. Private economy is a recent addition to the Swedish teaching program 2011 and is now read by all high school students. I have been able to identify the existence of private economy in textbooks by creating a code schedule. This way I have been able to decide the quantitative by simply counting words. The review is categorical in two parts where the second part illuminating the content and tries to make conclusions by different types of text analyses.  The conclusion of this essay is that the books have its differences, both strengths and weaknesses. It is mostly the use of language that differs. A textbook in civics does not demand great text understanding. Two of the books handle this well, while the third one does not.

The aim of this study is to analyze how two different education books produce christianity and islam. The analyzed books is from 2003 and 2008 and the books are adapted for the last years of primary school. The meaning and translation of words is often a problem and can get the reader wrong understaning of the religion. The analyze include the perspective of this meaning and how the sacred things are described in each religion. The textanalyze is made with different criterias; the context, the pre- understanding and if the text is objectiv is some of the most important. The language is important too. Both books are produced in the occidental context which can be a problem when to describe islam. The religion is not the same here and preconcenptions can occure. When to put islam in an occidential context and describe it will not get an objecive describtion. Both books are focused on information and will get the reader as much data as posible.

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Textbooks are the most dominant literature used in schools and are therefore an important source of information. Consequently, it is crucial that these are not misleading or biased and maintain a high quality along with a strict concordance to the School Department’s curriculum. The aims of this study have been to examine how Mormons, Jehovah’s Witnesses and Hare Krishna are presented in four religion textbooks used in senior high schools, as well as to examine what type of knowledge is being presented in terms of epistemology. In addition, the aim has been to examine which religions are being presented and considered as alternative religions and appraise how much space they are granted in textbooks and discuss this in terms of concordance with curriculums. As a method I have chosen a qualitative content analysis and since it has been of interest to observe similarities and differences between the textbooks it is a comparative study. This study has an epistemological standpoint, which will be a crossing of positivism and hermeneutics. The results showed that some religions, including the study’s three focal religions, were considered as alternate in all of the textbooks. How often they were included varied and when they did they had limited space and would often have negative associations. Some textbooks expressed a positivistic epistemology, a type of knowledge that presented the alternate religions in terms of conclusive truths and facts. A presentation that appeared one-sided and it could be questioned how well it represented the actual beliefs of the members of the religions. Other textbooks conveyed a more hermeneutic view where understanding and versatility were stressed, a view that is more in line with curriculums. Conclusively, the results showed that some of the textbooks are not meeting the standards the School Department have set forth in their curriculum for religion. Since textbooks are the most dominant literature they ought to have a leading position when constructing fundamental values for the students. However, when schools and textbooks are not expressing the same values a conflict emerges, a conflict that is not getting the attention it should and whose consequences are yet to be studied.

The aim of this study is to investigate how the cultural component, described in the communication content of the course plan, is implemented in textbooks written for English 5. Furthermore, we aim to discover to what extent practising upper secondary-school teachers in Uppsala use textbooks for English 5, as well as to ascertain how teachers teach the cultural component specified in the course plan. The methods used are quantitative and qualitative text analysis of textbooks used in English 5, as well as qualitative interviews with upper secondary-school teachers in Uppsala who teach English 5. The results are that the spread of English is portrayed in the textbooks through the mentioning of different English-speaking countries, through the inclusion of authors of different nationality and, to some extent, through informative texts. Concerning the aspects of culture that are featured in the textbooks it can be said that the culture-specific content is not very frequent and that it focuses on living conditions and traditions, but also mentions historical events and attitudes. The portrayal of culture is often implicitly present in short-stories and novel extracts rather than being presented in informative texts where the cultural descriptions are the main focus. The general Western culture emerges as norm in the textbooks and non-Western countries and minorities are described as different from the norm, often as exotic, traditional and uniform. Concerning the use of textbooks by teachers, the interviewees use them to a small extent to implement some of the content of communication, but only ever as a complement to their other materials. The cultural component can be seen as being interpreted in three ways by teachers. Firstly, as societal issues and current events, secondly as a national phenomenon, and lastly as a tool to enable the students to objectively view cultures, their own as well as foreign cultures, national or otherwise. Accordingly, seven out of the eight interviewees feel that the cultural component is important, but challenging to implement.

The purposes of this study were to understand the opinions of English teachers in junior high school in Kaohsiung City on the selection criteria and the influence factors for English textbooks, and to offer a few concrete suggestions for the improvement of junior high schools textbook selection according to the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 400 English teachers from 45 junior high schools in Kaohsiung City as the subjects. As a result, 305 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, and Scheffe method were conducted for data analysis and finally come to the following results: 1. The teachers generally agree to the importance of the textbook selection criteria, in which they emphasize the most on ¡§context-related properties,¡¨ and the less on ¡§physical properties.¡¨ 2. On the whole, the teachers agree to the influence factors on textbook selection, and the ¡§internal factors¡¨ have more influence than the ¡§external factors.¡¨ 3. English teachers are the main participants in selecting English textbooks in junior high school, and the final results are determined in the meeting of textbook selection. 4. There are significant different opinions on the importance of the textbook selection criteria due to the ¡§school sizes,¡¨ ¡§genders,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ 5. There are significant different opinions on the influence factors on textbook selection because of the ¡§locations of school,¡¨ ¡§educational qualifications,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ Based on the results of the study, some suggestions are proposed to the educational authorities, schools, teachers and publishers, as well as future studies.