The theoretical framework of this article is based on critical literacy (Janks, 2010) and genre theories (Swales, 1990; Schleppegrell , 2004). The main purpose of this article 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. Furthermore, 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 closed 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 towards children’s ways of offering resistance in their texts, resistance against prescribed dominant genres. This resistance is seen as a creative way for children to use their power and agency, through creating hybrid genres.
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