This article outlines theoretical considerations and a preliminary model for the ideological/ semantic analysis of textbook narratives. The limitations of conventional analyses of curricular form and content are outlined. The schema theoretic perspective on text processing is reviewed to better account for the relationship of ideological content and linguistic/literary structure. It is argued that textual narratives are social constructions entailing multiple `possible worlds'. Eco's distinction between `open' and `closed' texts is introduced to establish how text structure can render reading a delimiting and constraining, and thereby ideological activity. Implications for educational theory, research and practice are outlined.