With a background of Swedish welfare studies about how disability hinders individuals in their daily live, this essay analyzes swedish schoolbooks through qualitative content analysis in regards to how they present and teach about human functionality, disability, and norms surrounding functionality. It uses Crip theory and the english social method to analyze how the books perpetuate knowledge about disabled people and what disablity looks like. The study uses qualitative content analysis as a method to analyze the content of the textbooks. It focuses on Biology and Social studies as the core subjects, and the results find a lack or an underrepresentation of discussions about functionality, despite being mentioned to a smaller degree in all the books. The study shows how the biology books have a tendency of assuming a high level of ablebodiedness in the reader, and the social studies textbooks have a tendency to forget disability when discussing human identities and minorities.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-227479 |
| Date | January 2024 |
| Creators | Assarsson, Joel |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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