The world religions today have a long history, some dating back to more than 3000 years ago. Therefore, the religions are partly based on the time and the culture, which characterized the society when they were founded. Religions are often patriarchal, with some even forgetting the woman as a religious person and instead sees the man as the main character. What women did and do today in a religious context is still largely forgotten by some people, even outside religious traditions. Thus, the patriarchal structure in religions becomes a great topic of conversation in the Swedish school, as it is written in the curriculum that the teacher shall always carry out the education in content and in arrangement with a gender equality perspective.

 The aim of this essay is to find out how textbooks portraits the gender equality perspective in reference to Judaism. With this aim a new question emerged, therefore the aim of the study was, in addition to the first research question, also to display how teachers should handle the gender equality perspective in their teaching practices. This essay is a qualitive textual analysis of selected textbooks from high school, based on gender theory. As a method I used Genustrappan, a quantitative analysis instrument suited for disclosing the level consciousness in different texts. The conclusion of my analysis is that all textbooks display some gender-awareness to a certain degree drawn from Genustrappan, while simultaneously touching on gender-problematizing. Each of the reviewed textbooks repeatedly show levels of gender-awarenessand I consider there to be proper problematizing of gender differences in all of the books, although some of the books present elements that can be considered to be gender-myth enhancing. In the end, it is the responsibility of the teacher to portrait the textbooks through a gender perspective. If the authors fail to problematize or creates a stereotypical image, the teacher can choose to reflect on this and follow the curriculum offered by the Swedish National Agency for Education, Skolverket. This allows opportunity for both teachers and students to further develop their knowledge within the field of religious studies from a gender perspective.