Who is represented? : An iconographic visual analysis of social studies textbooks for vocational programs at upper secondary schools

Textbooks are one of the most common educational materials used at Swedish upper secondary schools. Diversity and inclusion have become increasingly important topics in Swedish society, and it is important to ensure that they are reflected in learning materials such as textbooks. The purpose of this research project was therefore to, through an intersectional theoretical approach, achieve increased knowledge about which constructions of social identities and roles as professional workers that are conveyed through teaching materials in three social studies textbooks. This study was governed by two research questions which are as follows: What constructions of social identities are conveyed through the books' images and text? and What constructions of professionals are conveyed through the books' images and text? These questions in the study were explored through a theoretical framework that presents representation in three perspectives, namely the age, gender, and ethnicity. Qualitative analysis method was applied to analyze both visual and textual content in this study. With regards to the visual aspect of the study, an iconographic analysis tool, which looks at the icons or symbols in images to determine the images original meaning or intent was used. The written text was analyzed with the help of Ammerts Typology which examined the establishing, explaining, reflecting/analyzing and normative presentation types of the surrounding text. The study shows that the textbooks' images and text partly lack aspects of inclusion and diversity. This result indicates that a possible revision existing textbook is needed, which may entail creating new materials that are more inclusive. It takes continuous effort and commitment to ensure that all social identities and occupations are represented in educational materials