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Education Inquiry EDU.
Vol. 4, No. 2, June 2013, pp. 279–300 INQ.
Literacy teaching, genres and power
Eva Hultin* Maria Westman**
Abstract
The theoretical framework of this article is based on critical literacy (Janks, 2010) and genre theories
(Swales, 1990; Schleppegrell, 2004). The article’s main purpose is to contribute to an understanding
of the use and production of text genres as a power-embedded practice. In doing so, we analyse first-
grade children’s texts in terms of genres and sub-genres. Further, we analyse the subject positions
that are constituted in the children’s texts. We understand genres as related to power since they both
open and/or close ways of saying or stating things in and about the world. “Where there is power
there is resistance”, as Foucault says (1976). Specific interest will be directed to children’s ways of
offering resistance in their texts, namely resistance against prescribed dominant genres. This resist-
ance is seen as a creative way for children to use their power and agency by creating hybrid genres.
Keywords: critical literacy, power, genre analysis, literacy practices, literacy teaching
Introduction
No classroom is a neutral place with regard to power as all literacy practices are
embedded in ideological structures that produce and reproduce power relations
(Gee, 2008; Janks, 2010). This is, of course, also true when it comes to early literacy
teaching in school, which is the focus of this text. Even though the activities in these
earlier literacy practices may on the surface seem harmless, if not innocent, they
reproduce child-centred text activities that are part of a long-lived didactic literacy
teaching tradition. Which power relations can be at stake when 7-year-olds struggle
to write their first texts consisti
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