| Summary: | The main purpose of this paper is to examine how the Holocaust is presented in textbooks, and if there are any differences in the textbooks since the Holocaust got more attention in the Swedish society. Six different textbooks, written for the two latest curriculums, are the empirical material for this study. They have been analyzed by using Ammerts theoretical perspective about four different ways of presenting the content in textbooks, and historical culture. The method for this study is a qualitative text analysis. The analysis shows that textbooks seem to have simplified presentations of the Holocaust. In the textbooks for the latest curriculum, the Holocaust is presented as a historical event that could be compared with other events in the past. Another difference is that authors for the newer textbooks presents the content by using values. The content about the Holocaust in the newer textbooks has also expanded. One possible reason could be that the authors would like to offer a more detailed explanation of the Holocaust. Another motive may be that generations that grew up after genocide has occurred see themselves as responsible to provide something similar to happen again. In relation to other countries, the historical culture in Swedish textbooks is different. It seems to be typical for Swedish textbooks to present how the Jews and other minorities were affected by the Holocaust. This could lead to make the students understand the value of the Holocaust, and preserve its place in the historical culture that exists in our society.
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