| Summary: | The purpose of this paper is to investigate how Muslim as a citizen of society is produced in textbooks for social sciences at high school. This is done by analyzing the follow-up issues that arise from subject focus, social science languages and knowledge phases. When the specific consequences of subject focus, social science language and knowledge phases work together, Östman creates discourse sentences, advanced and complex images of reality.The essence of the first question is what combinations of subjects, societal and knowledge phases are within. The study found four different discursive sentences: the Muslim threat to the western world, the Muslim - the one-dimensional Islamist, the Muslim-complex Islamist, the Muslim - a problem for the western world. The first two described the Muslim more or less as a threat to Western values through a homogeneous and one-dimensional description. The second question was to provide answers to the contexts of Muslims and Islamism. It turned out that Muslims and Islam only exist in contexts relating to fundamentalism, conflict, war and terrorism. The third question of the essay is what values are attributed to Muslims through the various petitions. The values attributed to Muslim social actors consisted of fundamentalist and antidemocratic Islamic values. The image of the Muslim citizen is negative. Muslims are attributed to the discourse sentences anti-democratic and Islamic values. Muslims and Islam are thus in conflict with the western world's democratic societies.
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