No description available.

This work has been emanated from a qualitative content analysis and the distribution between men and women is examined in eight Swedish textbooks in the subject of history. All textbooks are adapted to teaching at secondary school and high school, and are suited to the former curriculum Lpo 94, Lpf 94 and the latest curriculum Lgr 11 Lgy 11. The study includes three moments where the number of men and women are distributed, the mentioned women in the textbooks character index is sorted into the era they distinguished. In the final moment the total numbers of mentioned women is distributed into the category they represent. Women that has been some kind of royalties or a high position leader is the dominating category. The results in the three moment is presented by bargraphs and line charts. The study shows that women are under-represented in all history textbooks that has been used in this study, but there has been a percental increase in the number of women in the textbooks that are adapted to the latest curriculum Lgr and Lgy from 2011.

The aim of this essay is to study the contents of two upper secondary school textbooks in religious studies and more specifically, to study the representation of the books among world religions. The first of the textbooks is Swedish. It has been written out of a non-confessional context. The second book is Finnish and it has its foundation on a religious confessional context. To do this the following questions were answered: Are the contents of the textbooks affected by their confession or non-confession? Are different religions presented in different ways in the two textbooks? What are the similarities between the two textbooks? How much space in the textbooks are each religion given, and are they equally divided? How much of the religions ethics are being presented? Are any of the religions compared to Christianity in order to facilitate the student’s understanding? The method applied while commencing this study was content analysis. The results showed greater differences within each textbook, rather than the two compared to each other. Both textbooks showed signs of confessional influence.

The purpose of this study was to investigate how the concept of religion is constructed as a category in Swedish textbooks from the 1970s until the 1990s. The method consisted of a qualitative approach and Fairclough´s three-dimensional model with the three levels: text, discursive practice and social practice. Six Swedish textbooks for secondary school have been examined with the analysis tool modality. The results from the study show how religion was constructed as a timeless phenomenon, which can be traced through the history of mankind. Throughout the whole study period, human beings were described as being able to reach an inner contact with a higher power through an external action such as prayer. In the study, human life issues were constructed as an eternal need and religion was explained to extinguish these needs.

<p>Marknaden för läroböcker är stor och för de bokförlag som förstår hur skolorna fungerar finns det pengar att tjäna. Skolvärlden är dock en marknad av speciell karaktär och skolor skiljer sig markant som kund jämfört med vanliga företag med vinstintresse. Syftet med denna uppsats är att undersöka hur gymnasieskolors inköpsprocesser ser ut för dataundervisningsböcker. Syftet är vidare att förstå vilka faktorer som påverkar inköpsprocesserna. Undersökningsmetoden som används är fallstudier och uppsatsen innehåller fallstudier på tre gymnasieskolor, nämligen Sigtuna humanistiska läroverk, Fyrisskolan och Vallentuna gymnasium. Av resultatet framgår att tillgång på relevant litteratur är den faktor som påverkar inköpsprocessen mest. Data som ämne skiljer sig från andra ämnen och det saknas anpassad litteratur på skolboksmarknaden. Det är lärarna som bestämmer vilka böcker de vill använda i undervisningen. För att nå lärarna bör bokförlagen vara tillgängliga, komma ut och besöka skolorna för att visa upp sina produkter och förse lärarna med provexemplar på böckerna.</p>

Since 2014 Chinese, as the only non-European language, has a separate syllabus within the syllabus of the subject Modern languages. Before that, teachers of Chinese had to rely on other sources in planning their teaching, because the syllabus of Modern languages simply was not adjusted to a language as different as Chinese. Some teachers relied on textbooks. The only two textbooks in Chinese that were produced in Sweden, for teaching in primary and secondary school, were both produced before the syllabus was established. Therefore, the aim of this study was to investigate to what extent the textbooks corresponded to the core content of the syllabus and how teachers of Chinese used the textbooks together with other teaching material. Two methods were used. First a comparison was made of the books and the syllabus, and secondly four teachers of Chinese were interviewed. Results from the two methods coincided and showed that to fulfill the goals in the syllabus, the textbooks were not enough. They mainly lacked enough assignments for listening and speaking comprehension, especially to be able to follow the stipulated pace in which the reading and the speaking skills are supposed to be learnt.

In this essay I have chosen to study the definition of new age in five different textbooks from the curriculum that was published in 2011. The textbooks that I have chosen for the analysis was Religion och sånt (2013), Religion och sammanhang (2013), Under samma himmel (2013), En människa, tusen världar (2015) and Söka svar (2013). The method I used to get an answer to my study was a qualitative content analyse and I analysed the result with help from David Thurfjell and his book Det gudlösa folket (2015) but Olav Hammer and På spaning efter helheten (2004) was also a big part of the result. The result showed that new age is forgotten when it comes to teaching in upper secondary school. Even if new age is well presented if you compare with Hammers definition the result shows that it is not really taken seriously. New age is often placed in the end of the books and the chapter that it contains doesn’t only focus on new age but also cults and other forms of alternative religion which can be a difficulty because students might be confused and think that these things are the same. In one of the books new age is not even mentioned. This shows that new age is not prioritised in the education of religion. Thurfjell presents secularization in a form that religion is not growing smaller in the society but rather changing form. People today are not looking for a religion as the traditional Christianity or Islam but for a more private religion where they can decide the contents themselves. This is something new age can provide. The author also claims that new age or spirituality is a big part of our ordinary day. We can see it in the newspaper, in the movies on television and in the advertising from big companies like IKEA. Then maybe it would be to prefer that the curriculum expand its contents and not only focuses on the big religions but also on the living religion, like new age. In that case the students can get the possibility to expand their vision when it comes to the definition of what religion really is.

No description available.

Demokrati, normer och värderingar samt fostran är begrepp som genomsyrar läroplanerna för Lgr 69, Lgr 80 och Lgr 11. Dessa begrepp används i läroplanerna för att beskriva skolans demokratiuppdrag samt fostranuppdrag, där skolan, genom att lära eleverna om samhällets normer och värderingar, förbereder samt fostrar eleverna för sin roll som demokratiska medborgare (se avsnitt Analys och resultat). Utifrån ett läroplansteoretiskt perspektiv anses läromedel vara ett verktyg som förmedlar läroplanernas konkreta innehåll. I denna studie undersöks hur demokrati, normer och värderingar samt fostran formuleras i läroplanerna och hur dessa realiseras i läroböcker. Denna studie är baserad på en kvalitativ innehållsanalys som studerar hur demokrati, normer och värderingar samt fostran formuleras i läroplanerna. Resultatet av analysen leder till att en komparativ analys av läroplanerna kan genomföras med avsikten att belysa kontinuitet och förändring mellan läroplanerna för de olika tidsperioderna. Efter att den komparativa analysen av läroplanerna genomförs, görs även en komparativ analys av läroplanerna och läroböckerna för att undersöka hur demokrati, normer och värderingar samt fostran realiseras i läroböcker. Förutom läroplanerna för Lgr 69, Lgr 80 och Lgr 11 omfattar analysen sex samhällskunskaps läroböcker varav två är grundade på Lgr 69, två är grundade på Lgr 80 och två är grundade på Lgr 11. Resultatet av analysen visar både på kontinuitet och förändring beträffande hur demokrati, normer och värderingar samt fostran formuleras i läroplanerna. Resultatet av analysen angående kontinuitet visar att samtliga läroplanernas syften beträffande demokrati, normer och värderingar samt fostran talar för att eleverna ska fostras till demokratiska medborgare. Däremot gällande hur denna fostran ska ske, visar resultatet på förändringar mellan läroplanerna. Ett exempel på en tydlig förändring beträffande hur denna fostran ska ske är att, i Lgr 11 står det att all skolans personal ska vara delaktiga i denna fostran. Detta nämns däremot inte i Lgr 69 och Lgr 80 (se avsnitt Analys och resultat). Resultatet visar även att läroplanernas formulering av demokrati, normer och värderingar samt fostran realiseras på varierande sätt i läromedlen. En slutsats som dras är att trots att läroplanernas formuleringar har genomgått vissa förändringar har samtidigt de grundläggande demokratiska principerna och värderingarna kvarstått och givits liknande mening under perioden.

The purpose of this thesis paper has been to study three textbooks from Historia 1b and their chapters about World War 2. The theory influencing the paper is the gender theory by Yvonne Hirdmann, and the studied books are Alla tiders historia 1b, Historia 1b – Den lilla människan och de stora sammanhangen and Perspektiv på historien 1b. The thesis paper shows that men are presented as the norm in both the history itself, but also in the way the textbooks’ authors are retelling history. For example, one of the books authors is writing about workers and female workers in the same context. Women as a group are given a more descriptive writing than the individual females, while the individual men are more described than the group of men, who are almost exclusively written and described as soldiers. The authors of Alla tiders historia and Perspektiv på historien 1b have done a good job describing how the society changed during the time that has been studied, with women granted the right to vote, and the right to attend high school in Sweden were introduced. Women also got better conditions on the labor market, but this was only when the men were called into the war. Perspektiv på historien 1b is the most equally written textbook, as it does not make own divisions between men and women in text.