ÄR LÄROBOKEN DISKRIMINERANDE? : En diskursanalys om huruvida en lärobok i samhällskunskap innehåller diskriminerande maktordningar
Sammanfattning: This paper examines whether Reflex 123, a textbook in social studies for upper secondary school, reflects the fundamental values which are stipulated in The Swedish Curriculum and The Educational Act. The aim is thus to examine whether the textbook is producing, reproducing or maintaining discriminatory power structures relating to the social categories gender, sexuality, ethnicity and social class. Discourse analysis is applied both as a methodological and a theoretical framework due to its ontological and epistemological approach. In addition, the framework is supplemented with social constructivist theories in order to identify discriminatory power structures. The result shows that Reflex 123 is somewhat balanced in relation to gender equality. However, the result is also showing that the textbook is producing, reproducing and maintaining discriminatory power structures, especially considering the categories sexuality, ethnicity and social class. Therefore, the conclusion of the study is that Reflex 123 fails to reflect the school’s fundamental values.
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