The aim with this research is to investigate how Primary school textbooks present and describe the Holocaust. The purpose of looking at how the Holocaust is portrayed in Swedish school textbooks gives us a perspective and knowledge that can be useful in our own profession as teachers. The method we have used is a text analysis created by Niklas Ammerts, called the four representations models. These are ascertaining, explainable, analytic/reflective, and normative. We analyzed six textbooks from three different publishers, spanning from the year 2003 to 2021, to see if any changes had happened in the portrayal of the Holocaust in Swedish schoolbooks.   The textbooks we analyzed were mainly based on just explaining basic facts with little to no explanation to why things happened. The newer books have more explanation in them than the older ones, however just barely.

The purpose of this study is to analyze if textbooks used in Swedish for second language learners incorporate translanguaging and inclusion. The textbooks used in this study are aimed at pupils in Swedish middle school (ages 10-12). The material that we have used and analyzed are the textbooks Språkis – svenska för nyfikna C and Entré elevbok A. As a theory we chose to apply translanguaging. Our analytical starting points for this study are text- and multimodal text analysis. The questions, that this study is based upon, are “Do the textbooks express a translanguaging language vision?” and “Do the textbooks include the intended reader?”. Starting with our questions we created indicators to be able to analyze the textbooks. The indicators that we used to expose translanguaging were comparison of language, mother tongue, meta-markers (looks like, reminds of…) and fixed phrases. The indicators that were used to expose inclusion were; prior knowledge that is assumed, if minorities are noticed -in what way?, how the reader is addressed and level of difficulty in the language. The study showed that the level of prior knowledge needed to be able to use the textbooks set the textbooks apart. It also showed that neither one of the textbooks used the mother tongue as a resource for future learning. We could also see how the usage of pictures differed between the textbooks. Both textbooks, somewhat, used the pictures to support the text, but to a different extent. In conclusion the study shows that the textbook Språkis – svenska för nyfikna C, uses translanguaging and inclusion to a greater extent than Entré elevbok A does.

Denna uppsats behandlar likheter och skillnader mellan norska och svenska läromedel i samhällskunskap på gymnasienivå med avseende på globalisering och internationella perspektiv. Syftet var att utvidga förståelsen för hur läromedel i två skandinaviska länder kan hanteraglobalisering samt det internationella perspektivet. Även ett sekundärt syfte fanns i denna uppsats som var att utvidga förståelsen för hur läromedel kan se olika eller lika ut i länder som har stora likheter. En hypotes var att Norge som ej är medlem i EU skulle medföra en märkbar skillnad på mängden innehåll som kan kopplas till globalisering. En kvalitativ dataanalys användes för att analysera de fyraböcker som utgjorde datan för studien. Resultatet har visat att det finns vissa skillnader i det som nationerna väljer att ta upp men att hypotesen blivit falsifierad då det inte finns en märkbar skillnad på mängden av innehåll som kan kopplas till globalisering och det internationella perspektivet. / <p>Godkänd 2024-01-19</p>

This essay aims at examine the existing research on textbook analysis of Islamic studies in Swedish religious education (Religionskunskap) and the consequences this may have on education about Islam. The research questions this essay intends to answer are; How is Islam presented in different teaching materials according to previous research?, How are women in Islam portrayed in teaching materials according to previous research? and, What are the consequences of this portrayal of Islam according to previous research?. Through various similar essays and research databases, such as Libsearch, ProQuest and EBSCOhost, we found analyses of textbooks and teaching material and other research that elaborate on the research questions in this essay. Swedish school authorities have through investigations and reports found that teaching about Islam reproduces stereotypes. The supplementary research presented in this essay reach the same conclusions. This finding is a result of i.a. the Lutheran tradition in the Swedish school system, the Western context in which Islam is seen from an orientalist’s perspective and the Western media's coverage of Muslim countries' conflicts, all of which influence the Swedish education about Islam. In conclusion, the textbook analysis shows that the information on Islam in Swedish education is either wrong, angled, lack information or describe Islam as a religion with an agency. This causes an undesirable reproduction of stereotypes of Islam. Instead of counteracting stereotypes in the curriculum of the Swedish religious education, this essay shows that the outcome is rather the opposite.

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The aim of this study is to investigate three English as a second language (ESL) textbooks used for English 6 in Swedish upper secondary school from a postcolonial perspective, answering the following research question: Who is the implied reader, based on assumptions of the expected experiences and culture, and what and who is constructed as deviant or Other? To examine these questions, the study employs critical discourse analysis and implements strategies from multimodal analysis. The analysis is concerned with matters such as what is constructed as familiar or unfamiliar to the student, what images are chosen, and what those images convey. The study shows that the implied reader is expected to align with Western culture and experiences in two of the textbooks. In the third, the implied reader has no ethnic markers at all. Further findings show several cases where non-Western cultures are depicted as deviant, both in texts and images. Therefore, I emphasize that it is important that teachers are aware of how different cultures are depicted in the materials they choose to use in their classroom to be able to prevent reproduction of harmful stereotypes and portrayals of non- Western cultures that do not align with the fundamental values of the Swedish school.

Since textbooks are a standard feature of social studies classrooms and frequently are considered the central tools of social studies instruction, their content and manner of presentation are critical issues for the social studies. This study concentrated on identification and analysis of the individual people appearing by name in selected secondary world history textbooks. The written words and illustrations of twelve secondary world history textbooks were analyzed for their selection of, and the way in which they portray, individual men and women of world history. Content of the textbooks was analyzed to determine which people are included, which receive the greatest amount of space devoted to them, and the general characteristics of these people as attributed to them by the textbooks. Those who have the most space devoted to them, the most significant people of world history, were further analyzed to determine which people are portrayed as possessing characteristics which identify them as heroes or as villains. The selected textbooks were compared to determine the amount of agreement among them. The study found a large number of individual people identified by name in the selected textbooks. These people represent every corner of the world, area of endeavor, and time period of history. However, some places, events, and times receive greater emphasis than others in all the textbooks studied. These people of world history textbooks are predominately western European, male, and political leaders who are written of in terms of their actions. The limited number of most significant people share the general characteristics of all who are named, but the greater anl0unt of information provided the basis for analysis of the selection of information and the style of writing. This analysis provided a description of those most significant people who share common characteristics which match the characteristics of heroes and of villains. A few of the people exhibit characteristics of both heroes and villains. The textbooks studied are remarkably similar in these emphases. What is different among the textbooks is the exact people included in them and how much narrative text is used to describe and explain them. / Ph. D.

The Holt Social Studies Curriculum and The Americans were social studies textbooks edited by Edwin Fenton, John M. Good, and others at the Carnegie-Mellon Center for Project Social Studies. These textbooks were an effort by Fenton and his associates to meet the demands for change in social studies curriculum and related instructional materials. Being produced during an era of social change, revolts, and an unpopular war, the textbooks reflected on controversial issues of that era which eventually led to restrictions on their purchase in Georgia. These restrictions, however, raised issues which made this study possible. The Georgia State Board of Education in 1972 rejected the recommendations of its Professional Textbook Selection Committee to include the social studies textbooks edited, authored, or contributed to by Edwin Fenton on the state's approved textbook list. Only the textbooks on the state’s approved list could be purchased with state funds. This study is an investigation of the Georgia State Board of Education’s ban on the social studies textbooks from the state’s approved textbook list and the subsequent effects of the State Board 1s action on future textbook selection policies in the state. This was the first time in twenty years that members of the Georgia State Board of Education had acted to remove approved textbooks from the Georgia public schools. This study is also significant because the State Board's wording of its action leaves the impression that they were opposed to the author, regardless of his works. This study describes a step by step account of the events which eventually led to the ban on the textbooks. It also describes the subsequent events which led to a change in the state’s textbook selection policies. While parents did not participate in the controversy, policy changes made their participation more likely for textbook controversies in the future. Although the Fenton social studies textbooks were not adopted by the State Board, the approaches used in them are widely used in other social studies textbooks in Georgia today. For future textbook controversies in Georgia, the writer recommends that the lay representatives on the State’s Textbook Selection Committee be given voting power. The writer believes the controversy reported in this study uncovered an inconsistency between the social science educators in Georgia and the State Board of Education on the goals of the state’s social studies curriculum. Therefore, the writer recommends that the social studies educators develop a clear set of objectives for the social studies curriculum and present them to the State Board of Education for approval. These objectives should be made available to the general public for scrutiny before they become the set goals for the state. Further, the State Board of Education should keep the lines of communication open with the educators of the state. Finally, the writer recommends further study of the uniformity of Georgia's goals in education across the state, especially the social studies goals. Recently, the state has adopted a series of criterion referenced tests which are administered all over the state. A uniform testing system should dictate a uniform set of objectives. / Ed. D.

Vetenskapshistoria är ett viktigt inslag inom naturkunskap i gymnasieskolan. Denna studies syfte är att använda ett, i internationell forskning, etablerat analysschema för att undersöka hur vetenskapshistoria framställs i läromedel i termer av sju olika dimensioner: 1) typ och organisering, 2) material, 3) kontext, 4) det historiska innehållets status, 5) lärandeaktiviteter kopplat till vetenskapshistoria, 6) ”internal consistency”, och 7) bibliografi kopplad till vetenskapshistoria. Data från två läromedel för kursen Naturkunskap 1a1 samlades in baserat på dessa dimensioner och analyserades vilket gav kvalitativa resultat. Resultatet av denna studie visar att läromedel framställer vetenskaplig utveckling som linjär och enkel genom framträdande dimensioner. Detta i samband med genier i vetenskapliga kontexter genom konst och texter skrivna av läromedelsförfattare, ofta i introducerande kapitel och utan lärandeaktiviteter. Vidare visar resultatet att undanskymda dimensioner i läromedlen är framställningar av vanliga vetenskapspersoner, genom exempel på verklig vetenskaplig utveckling med hjälp av historiska undersökningar i teknologiska eller sociala kontexter. Likaså är frånvarande dimensioner religiösa och politiska kontexter, originaldokument, fördjupande lärandeaktiviteter, samt bibliografier. Detta blir den bild av vetenskap och vetenskapshistoria vilken presenteras för eleverna, resten måste kompletteras i undervisning. Resultatet visar att vetenskapshistoria används i läromedel i linje med vad internationell forskning visat. Resultatet av detta arbete är relevant och aktuellt för att guida framtida undersökningar, vilka kan ge mer insikt i läromedlens innehåll, genom att identifiera aktuella dimensioner i svensk kontext. Vidare har även fyra implikationer för svensk skola identifierats: a) vikten av lärares val av läromedel då vetenskapshistoriska kontexter varierar, b) lärarens medvetenhet om vetenskaplig utveckling och framställning, c) läromedels ”internal consistency” gällande vetenskapshistoria, d) bristen på fördjupande lärandeaktiviteter kopplat till vetenskapshistoria. Därför behövs forskning som visar vilka förtjänster och brister läromedel har, vilket möjliggör initierade val av lärare för komplettering av undervisning. Sammanfattningsvis visar detta arbete att vetenskapshistoria har stor potential som inte nyttjas fullt ut i läromedel vilket innebär att elever inte ges tillgång till viktiga resurser för lärande. Lärare måste vara medvetna om framträdande, undanskymda och frånvarande dimensioner i lärandeerbjudandet för att möjliggöra komplettering i resterande undervisning. Inte minst då individens utveckling gynnas, utan även för att stärka landets kapacitet att utbilda, skapa kompetens och kvalitetssäkra utbildning för framtida utmaningar och omställningar.