This study examines violence and power relations portrayal in four novels commonly used in Swedish secondary education (year 7-9): Fula tjejer by Lisa Bjärbo, Johanna Lindbäck och Sara Ohlsson , Björnstad by Fredrik Backman, När hundarna kommer by Jessica Schiefauer and Flugornas Herre by William Golding 

Using a qualitative text analysis grounded in discourse analysis and narrative perspective theory, the research explores how literary texts construct, reproduce, or challenge social hierarchies, gendered violence, ideological manipulation, and collective silence. The analysis draws on theoretical frameworks by Fairclough, van Dijk, Genette, Rosenblatt, and others to investigate how language, narrative structures, and focalisation position readers in relation to acts of violence and power. Furthermore, the study builds on Alkestrands concept of ‘didactic potential’ to explore how fictional literature can serve as a pedagogical resource for addressing democratic values in the classroom. The findings show that fiction can expose underlying norms and power mechanisms – offering opportunities for critical engagement, ethical reflection, and democratic learning.