In the light of the Swedish curriculum guidelines, that express that no one in school should be exposed for discrimination, the aim of this thesis is to carry out a critical discourse analysis of the teaching manual guide Duckface/Stonface from an intersectional perspective. The intersectional perspective aims to bring forth specific situations of oppression that is created in the intersection of power struggles based on class, gender, ethnicity and sexuality, among other factors. Faircloughs three dimensional analysis model is used as the critical discourse analysis method. The results of the teaching manual guide shows, among other findings, that there is a social practice where binary gender identities is the norm and that girls and boys are different. The manual guide is also permeated by a whiteness norm. The conclusion is that the non-normative is excluded and invisibilized and that it doesn´t have an intersectional perspective.