The purpose of this paper is to investigate how Muslim as a citizen of society is produced in textbooks for social sciences at high school. This is done by analyzing the follow-up issues that arise from subject focus, social science languages and knowledge phases. When the specific consequences of subject focus, social science language and knowledge phases work together, Östman creates discourse sentences, advanced and complex images of reality.The essence of the first question is what combinations of subjects, societal and knowledge phases are within. The study found four different discursive sentences: the Muslim threat to the western world, the Muslim - the one-dimensional Islamist, the Muslim-complex Islamist, the Muslim - a problem for the western world. The first two described the Muslim more or less as a threat to Western values through a homogeneous and one-dimensional description. The second question was to provide answers to the contexts of Muslims and Islamism. It turned out that Muslims and Islam only exist in contexts relating to fundamentalism, conflict, war and terrorism. The third question of the essay is what values are attributed to Muslims through the various petitions. The values attributed to Muslim social actors consisted of fundamentalist and antidemocratic Islamic values. The image of the Muslim citizen is negative. Muslims are attributed to the discourse sentences anti-democratic and Islamic values. Muslims and Islam are thus in conflict with the western world's democratic societies.

The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.

The purpose of this study has been to examine how Buddhism has been presented and represented in textbooks for Religious Education in Upper secondary school between 2003 and 2013. Four textbooks have been used for the study, where two are linked to the new curriculum from 2011 and two are the older versions. By using comparative, narrative and visual text analyses the study examines how historical context, figures and Buddhism of today are represented in the textbooks. The study shows a shifting change in the textbooks. The study concludes that the textbooks that are linked to the new curriculum from 2011 have highlighted the role Buddha as a down-to-earth person, which is not the case in the older textbooks. Simultaneously, the new textbooks have chosen to focus more on teachings of Buddhism and to exclude the historical context to a certain degree, something that was dominant among the older textbooks.  Image analysis also shows a change between older and newer textbooks, where most of the pictures in older textbooks show a dim and closed environment for the viewer's eyes. The changes in the newer textbooks provide greater diversity in the presentation of Buddhism, where today's audience may enjoy not only an illustration of Buddhism but many varieties of Buddhism through the narrative and pictures.

The problem of this study was to trace through available sources the history of Norma and Mel Gablers' work concerning the curricular appropriateness of textbooks and interpret in terms of motivation, scope, and effectiveness the identified impact of their work. The purpose of this study was to present a comprehensive report documenting specifically that which the Gablers have done, said, and represent. A chronology of events of the Gablers' textbook involvement from 1961 through 1981 has been recorded. Material written and/or distributed by the Gablers through their organization, Educational Research Analysts, has been reviewed and summarized with extensive documentation to convey the philosophy and intentions of the Gablers since their work in this area began. Specific passages of textbook content petitioned against by Norma Gabler before the Texas State Textbook Adoption Committee have been presented as organized around the Gabler outline, "Textbook Reviewing by Categories." Media presentations featuring the Gablers have been reviewed for the purpose of informing others about what types of information have been presented to the American public about this issue and to offer a glimpse into the human nature characteristics of the Gablers as personalities. Professional educator reaction into this probe of textbook content is offered to relate the numerous concerns expressed about the monitoring of educational materials. Finally, an analysis of the Gablers' efforts and identified observations as to their effectiveness and influence have been recorded conveying the extent and success of the Gabler involvement as it pertains to textbook content.

M.A. / The present dissertation is divided into three parts. The first and second part consist of the related theoretical background; while in the third part presents the crux of research data, including classification, analysis, records, findings and proposals. Specifically: The research project begins with the introduction which contains challenges that determine the research. What, in 2007, caused the withdrawal of a new history schoolbook in Greece, especially since it had started taking positive comments from the daily press of the country and contained positive presentations and innovations? Nowadays, does the Greek school education remain emphatically national when more and more nations are becoming multicultural and national, economies are becoming increasingly internationalised and the fabric of society, both globally and in Greece, is changing, becoming enriched with diverse cultural, linguistic, national and socio-economic characteristics? This dissertation endeavours to discover all of this. The first chapter of the first part presents the purpose, scope, subjects and methodology of research. This section analyzes the historical period from the Fall of Constantinople (1453) to the establishment of the modern independent Greek state in 1830 ( called Tourkokratia). The historical content is presented as it is in textbooks of compulsory education in Greece and those of Greek education in the Diaspora and then they are identified and compared to one another. Several questions will be asked and considered. For instance, what does every history schoolbook focus on? What is comprehended of the national history in the generations of Greek children to come? What do they promote as imperative knowledge to have and what to ignore? What is the mindset on our national image? And how are the Greeks depicted in contrast with other nations, especially today? What conclusions can be drawn? What proposals can emerge about the study of History in school? This study aims, in addition to the previous analysis, to list the historical facts presented in each textbook and to make a parallel comparison. Also, analysis of new and revised history textbooks (2006-07) allows us to draw conclusions regarding the content, which is given to students in Greece and the Diaspora. A list with details of facts that differentiate the books from their predecessors, especially after the The main sources used for the study are Greek textbooks for the Primary Education, the Lower Secondary Education and the Diaspora, over the last 30 years. The methodological tool of content analysis is chosen using the paragraph as the unit of analysis in the treatment of data. This approach provides more in depth information than what is given by a simple reading of a text. Then, this latent information is extrapolated with the intention of utilizing it for research. The units of analysis and categorization enable a condensation of the text, summarizing it and giving an overview of the performances of the researcher, at the points of interest. In our study, the information utilised from school textbooks was obtained mainly from main texts, exercises, supplementary texts (sources, etc.), pictures, images and explanations of the images. The findings regarding references which promote peaceful and friendly disposition towards “others” were positive whilst the findings for references that cause aggression, xenophobia and violent emotions were negative. Neutral allusions considered petitions that carry neither positive nor negative evaluative load, or negative or positive messages. More specifically, the methodology that is applied to search the content of school textbooks followed the path below: • Finding common categories for all the material which is under investigation. After an initial approach of content of school textbooks, the categories of analysis were defined by the objectives of the investigation. In other words, the process of formation of categories is based on how the elements of the books are structured, following all the methodological conditions. • Configuration categories of analysis. • The categorization of the reports provides data that essentially refers to the portrayal of Greece that each schoolbook reflects. This includes the basic texts, exercises, tasks and images and the supplementary material. • Collection and processing of the findings. • The drawing of conclusions.

M.Ed. (Science Education) / The South African current school curriculum, namely the National Curriculum Statement, is underpinned by outcomes-based education. The subject Biology (in the Nated 550 curriculum) has been changed to “Life Sciences” and the learning outcomes for Life Sciences are representative of the four themes of the Nature of Science (NOS), namely, science as a body of knowledge, science as a way of investigating, science as a way of thinking, and the interaction of science technology and society. The many changes made from the previous curriculum that accompanied the new curriculum left many teachers reliant on textbooks to plan, guide and inform their teaching and learning activities in the classroom. My study is concerned with the representation of the NOS in Grade 10 South African Life Sciences classrooms. I have conducted my study in two phases. The purpose of Phase One was to analyse three Grade 10 Biology textbooks and three Grade 10 Life Sciences textbooks for the representation of the NOS. A qualitative content analysis methodology was used in the analysis of textbooks, and my study adopted a textbook analytical tool designed by Chiappetta, Sethna and Fillman (2004), using the four broad NOS themes of the mentioned above. The purpose of Phase Two of the study was to observe how teachers use Life Sciences textbooks in their teaching in order to infuse the NOS. A qualitative interpretive case study was the selected methodology for this part of the study. Three practicing Life Sciences teacher-participants were invited to an in-depth interview and a lesson observation each. The lesson observations and the interviews were audio-taped and transcribed. The open-coding method was used where the predetermined codes of the NOS were assigned to extracts of the transcriptions. Qualitative data analysis techniques based on the principles of Framework Analysis (Ritchi & Spencer, 1984) were used in Phase One and Phase Two of my study. There are five steps in Framework analysis, namely, (i) familiarization, (ii) identification of a thematic framework, (iii) indexing (open-coding method), (iv) charting, and (v) mapping and interpretation.

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Philosophiae Doctor - PhD / This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy. / South Africa

Magister Educationis - MEd / The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa. / South Africa

Magister Artium - MA / The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class. / South Africa