This master’s thesis focuses on educational discourse as it appears in texts about reading promotion interventions directed towards children in public care and children in families with long-term financial assistance. Three case studies of interventions are presented: Skolfam, Paired Reading and Letterbox Club Sweden. The aim of the thesis is to investigate how the interventions are related to the Foucauldian concepts of governmentality, pastoral power, normalization and technologies of the self. The method used is based on the ideas and concepts of Michel Foucault, who deals with the different modes by which we as human beings perform our subjectivity in relation to discourses and institutions. The case studies analyse how reading and math activities are directed towards socially vulnerable children for the prevention of adverse outcomes and social exclusion in adulthood. The relationship between social problems and literacy are of central importance to the analysis. The results of the analysis reveal that the interventions are linked to liberal governmentality. The reading promotion activities are expected to change the children’s reading behavior and attitudes toward education. It is hoped that the interventions will achieve a self-regulating capacity among the children, in order to make them improve their school achievements. The underlying ambition is to form and shape subjects to become independent, democratic citizens who are capable of maintaining a life without long-termed social assistance.  The interventions are especially focused on supporting the foster parents to best meet the needs of the children in accordance with liberal governmentality. This is a two years master’s thesis in Archive, Library and Museum studies.