According to Skolverket, a core object of the history subject is to cover the whole world’s history for lower and upper secondary school students. However, the textbooks often only cover a Eurocentric history where non-European countries' history is forgotten. Students must be taught different perspectives of history to form a balanced understanding of history. This essay aims to present available research on how Swedish history textbooks display non-European cultures. 

To find relevant research, we applied a search strategy to find relevant material in the area of interest. The research was found from the following databases: Swepub, Google Scholar, and Diva-portal. Each source has been reviewed according to the relevance of the source and whether it analyses Swedish textbooks from a Eurocentric perspective. Therefore, sources that process Swedish textbooks with the perspective of Eurocentrism, imperialism, colonialism, history consciousness, and non-European cultures have been valued as resourceful. 

The research indicates that the Swedish textbooks are more or less Eurocentric and non-European cultures and histories are only a small portion of the content in the textbooks, if they are even included. The research also indicates that when non-European cultures are introduced, it is often in the context of imperialism, colonialism, or another connection to the Western world. The textbooks that are being used today do not fit in the multicultural society in Sweden. The textbooks are too Eurocentric and do not include important history that is non-European and contributes to a European history culture, instead of a multicultural history. Furthermore, the textbook's Eurocentric content also leads to a skewed balance of their understanding of history and values.