This study aims to explore and analyze how textbooks in social studies aimed towards upper secondary school portrays and deals with different groups and cultures in our society. It will also explore if there are aspects of  a reproduction of norms and stereotypes that are harmful and contribute to discrimination in our society, otherfication and contribution to a “we and them” thinking. Furthermore, the study will analyze if the chosen textbooks create an opportunity for using the multicultural classroom and intercultural education. 

The method used in this study is a qualitative text analysis and the material consists of four different textbooks in social studies. The theoretical approach is based on two explanations of the words “multiculturalism” and “intercultural education”, where multiculturalism is described as a position that describes different people who represent different ethnicities, cultures or nationalities. Intercultural education is about a process which involves people with different cultures and languages, this process explains how they interact and affect each other. 

Based on the analysis of the different textbooks, a difference in the portrayal of multiculturalism and intercultural education has been observed, as well as how the books either contribute to a reproduction of society norms and stereotypes, otherfication and a “we and them” perspective or how they actively work against it. The results show that two of the four textbooks speak about groups, cultures, ethnicity, norms and stereotypes in a very simple and unproblematic way which can easily create differences between groups even if it is unintentional. The other two textbooks discuss these subjects in a complex way which gives the reader a greater understanding of how these different elements work together and how they affect us. The authors have succeeded in actively working against structural norms and stereotypes, as well as incorporating an intercultural perspective throughout the books.