Representation and diversity in educational resources such as textbooks can be regarded asmultidimensional, since these include a variation of features of both individuals and societies.By teaching different school subjects and combined with their textbooks, there is great potentialto educate about diversity in a multidimensional way, which also happens by showcasinginactive diversity (Dörfel, 2023). Especially this is true for an era of continuous global flows,where information and capital exceed previous boundaries. However, in textbooks and schoolsubjects this is not always the case. Disciplinary transformations within school subjects occurover time (Johnston, 2006). One Swedish example, is the science-based school subject ofpsychology. In this subject, several extensive disciplinary changes have been identifiedthroughout recent decades (Blåvarg, 2018; 2023).In this study, we explore a method to make disciplinary changes of school subjects visiblethrough geographical mapping of scientific representation. By using a combination of geo-based network methods, we trace patterns of scientific change and struggles within the Swedishschool subject of psychology over the past 70 years. More specifically, we use textbooks withinthe school subject of psychology and map references to specific researchers, their academicwhereabouts (universities, disciplines and research centres) and their interdisciplinaryperspectives/tradition. This, not only, enables us to gain an understanding of from where andby whom different perspectives adhere, but also of places of dominance and scientific hubs.The multifaceted reality that prevails within different scientific disciplines can be expected tobe adequately reflected in the teaching of the same. We propose this method as an input foranalysing scientific representation in textbooks and highlighting what takes place in subjects inrelation to the spread of the scientific field.