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This study examines how the Middle East is represented in Swedish history textbooks used in lower secondary school (grades 7-9). The purpose is to analyze the extent, content and tone of these representations, and to assess whether they align with the Swedish national curriculum´s goals for intercultural understanding, critical thinking, and inclusive education.

Using a quantitative content analysis, combined with qualitative reflection, the study investigates how frequently and in what contexts the Middle East tappers in four widely used history textbooks. The analysis categorizes the material thematically (science, culture, religion, conflict) and evaluates the languague and framing of the region.

The result show that the Middle East recieves considerable attention in early historical periods, such as the rise of Mesopotamien civilizations and islamic Golden Age. These sections often highlight scientific and cultural contributions in neutral or even positive tone. However, the narrative shifts significantly in modern history chapters, where the region is predominantly associated with conflict, war, terrorism, and political instability. Scientific or cultural achievements are largely absent in these later sections.

The study concludes that the represenation of the Middle East remains imbalanced and partially stereotyped, pariticit in contemporary contexts. This may reinforce a simplified and negative image of the region, which risks undermining the curriculum aims. The study emphasizes the importance of cirtical textbook analysis and encourages teachers to supplement textbooks with diverse perspectives in order to foster a more nuanced understanding of global history among students.