The purpose of this study was to do a discourse analysis of three textbooks in Swedish with a focus on examining how Sweden's national minorities and minority languages are represented in them. This was done by seeking answers to two questions: in what way are the representations of the national minorities and minority languages exclusionary and inclusive? What similarities and differences are there between the representations? The theoretical framework and the method that has been applied to the material is critical discourse analysis. A conceptual apparatus has been used based on Theo van Leeuwen's model of the representation of social actors, which is based on critical discourse analysis. The chosen concepts suppression/backgrounding, activation/passivation and individualization/aggregation have been applied to the material to determine how the national minorities and minority languages are represented and in what way these representations are exclusionary and inclusive. The results have shown, among other things, that activation and aggregation of the national minorities and minority languages as social actors are the most common forms of inclusion in the textbooks. There is also individualization of the minorities, although to a lesser extent. Several cases, however, have shown that some minority groups are excluded by either backgrounding or suppression in several of the analyzed textbooks.