The aim of this study is to investigate several aspects of representation in textbooks for religious science in Swedish upper secondary schools. Three textbooks written by different authors, published by different publishers, and all published after the current curriculum took effect in 2011 have been investigated. The study attempts to determine the space the different religions are given in the textbooks, whether the religions are presented as bound or flexible belief systems and whether there is a bias towards Christianity in the textbooks. The method used for this study was a qualitative content analysis that also quantified parts of the material. The theory used throughout the study is Robert Jacksons interpretative approach. This theory aims to provide tools to make religious education more representative. These tools have in turn been applied in the analysis of the textbooks. The results of the study show that Christianity more often than not is given more space in the textbooks. In regard to whether the religions are presented as bound or flexible belief systems it was determined with the help from Jacksons interpretive approach that they are presented as bound belief systems. The final question to be answered was whether the textbooks show a bias towards Christianity, and the result showed that they do but this can also be credited to the curriculum for religious science in upper secondary school in Sweden.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-477256 |
| Date | January 2022 |
| Creators | Hellström, Clara |
| Publisher | Uppsala universitet, Teologiska 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 |
Page generated in 0.0023 seconds