BILDEN AV SÄKERHETSPOLITIK I LÄROBÖCKER : Läroboksanalys av Sveriges säkerhetspolitik i läroböcker från Lgy 70 och Lpf 94

Sammanfattning

In this study, the content and depiction of security policy in Sweden was studied in educational social studies textbooks, derived from the 3rd course from two different curriculums: Lgy 70 and Lpf 94. The purpose of the study was to examine if there is a notable development and shift in the way that security policy is depicted and described in Swedish textbooks, and to do it in consideration of the drastic geopolitical changes that came with the fall of the Soviet Union and the end of the Cold war. For this study, a qualitive content analysis was used. The purpose of this study is structured around 3 questions: Are there differences in content and depictions between textbooks, and if so, what are they? How has content and depictions changed between the two curriculums? And how can these potential differences be explained?To answer the last question, a theoretical framework was used that emphasizes the importance of external factors such as geopolitical conditions in shaping perceptions and policy, which in turn may affect content and depiction in textbooks, as well as an approach where the textbook is understood as a reflection of the social climate. The results of this study show a significant difference regarding content and depictions in textbooks between the two curriculums, regarding the threat level, perceived security threats, security goals, the purpose and relevance of the policy of neutrality, to name a few. For example, Lgy 70 textbooks depicted possible aggressions as being as likely to occur from NATO as the Warsaw pact, whereas Lpf 94 textbooks took a more open stance, emphasizing Sweden’s cooperation with NATO and EU.