Sweden is a country with a long history of peace and liberal democracy. In the post war period, history education has been given a core position as a moulder of democratic citizens in Sweden. Since the 1990s, historical consciousness intertwined with democratic values has been used as a scientific grid for shaping citizens, not just in history education but also in the research field of didactics. This study is part of a comparative policy investigation into the curriculum/syllabus för history education drawing on a critical discourse analysis. The Swedish curriculum, which crosses through all subjects, is mainly based on a developmental democracy, including liberal democracy, deliberative democracy and participatory democracy, stressing the continuity and enhancement of a given order. It is pointed out that history is central to all subjects. However, the history syllabus is more radical, in that it mainly accentuates aspects linked to disruptive democracy stressing the change of and resistance to a given order based on arguments of equity. Primarily, concepts stemming from critical democracy are highlighted and nationalism are tuned down and replaced by terms such as local-global.