This paper is a discourse analysis of four Swedish upper secondary school curriculums and more specifically the part of them that deal with the subject history. With a span stretching from 1965 to 2011 the study aims to show how the curriculums in the subject history relate to certain discourses such as diversity and nationalist education and how this may be perceived through a perspective of Biesta’s version of democracy. The paper evolves around the identification and reflection concerning these disucourses and how the curriculums show focus around national-ism, the separation of cultures and geographical locations. The study has then lead to the con-clusion that even though history as a subject has evolved and the curriculums in Sweden have gone through several large changes based on development of didactics and pedagogy the subject is still connected to the idea of a nationalist historiography and this creates problems for the idea of diversity.