In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.

在瑞典，体裁教育学一再被认为具有影响力。然而，关于如何理解和在实践中应用它的研究却很少。本文试图了解体裁教育学如何在瑞典学校背景下重新语境化。这是通过课程和教学大纲的话语分析、读写能力专业发展计划以及声称借鉴体裁教育学的教师指南来完成的。我们的结论是，体裁教育学的重新语境化是一种简化，主要侧重于通过以学生为中心的教学循环应用来获得教学知识，而有关语言的知识和旨在重新分配教育资本的潜在意识形态则被淡化或缺失。 。