Abstract
Baker and Freebody (1989) argued that the teaching of reading was the teaching of culture, and in learning the culture of schooling, children were learning how to respond to the authority of the teacher and the school texts. Their interest in analysing the talk around text which occurred in primary schools lay in critiquing the politics of school knowledge. In this paper, a transitivity analysis within a systemic functional grammar will be used to explore what the discourse of reading lessons looks like in one secondary school context, to examine what is being communicated about the culture of schooling and to come to a different conclusion to that of Baker and Freebody about the value of teacher and text-authorising strategies.
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