| Summary: | The purpose of this study is to determine the role of the history subject in achieving the overall mission of the swedish upper secondary school. This line of inquiry required a mapping of the swedish upper secondary schools mission, followed by determining what goals and missions were expressed in the history subject itself. This was achieved by studying the curriculum of 2011, as well as the documents detailing the purpose and contents of the history subject, including commentary material for said subject. The study utilizes discourse analysis and four structuring themes, democratic-ideological education, democratic-political education, working life preperation and personal development, to study the missions expressed in the curriculum. The results show that while the portions of the curriculum that detail the overall missions and goals of the upper secondary school thoroughly represent all four themes, as well as three additional ones, environmental awareness, historical and geographical contextuality and identity and cultural education, the history subject only covers a total of five themes, excluding the working life preperation and environmental awareness themes. These findings show that while the history subject to a large extent is engaged and immersed in the overall goals of the upper secondary school, it does not carry with it all of them.
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