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Hultin, Eva; Westman, Maria (2013)
Publisher: Education Inquiry
Journal: Education Inquiry
Languages: English
Types: Article
Subjects: critical literacy, power, genre analysis, literacy practices, literacy teaching
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 firstgrade 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 resistance 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(Published: 1 June 2013)Citation: Education Inquiry Vol. 4, No. 2, June 2013, pp. 279–300
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