Critical theory offers an alternative theoretical perspective in family literacy by calling into question notions of power and, in doing so, expands the boundaries of the field. Although research revolving around the principles of the Frankfurt School is unusual in childhood studies and has not been carried out in the educational setting, it has much to offer contemporary educators struggling to understand institutional structures and relations of capitalist society which reproduce oppressive ideologies and sustain social inequalities (van Manen, 1990). McLaughlin and Tierney (1993) support the use of critical theory epistemologies when conducting research "on and with the silenced" (p. 32), while Giroux (1989) and Peters et al (2003) promote the use in educational research to bring out the central position of politics and power.

Critical theorists disclose patterns of social dominance and oppression in society by posing important questions that address whose knowledge is privileged and whose values are governing (Hart, 1990). The unequal and unjust distribution of limited resources, such as opportunities and income, and the exercise of social and political power result in various social classes experiencing dissimilar cultural and economic environments. A sense of powerfulness is denied in some, while it is promoted in others (Adler & Goodman, 1986). Thus, studies of family literacy could benefit from a critical theory framework to create possibilities in the lives of individuals.

Galbraith (2001) promotes a controversial new area of childhood studies in childhood reading experiences in which she brings together materials from the disciplines of literature, psychology, history, anthropology and neurobiology. She frames the importance of her study through the lens of critical theory. There is a commitment made through this lens not only to try to hear, but to understand and privilege the situation from the child's position rather than from an adult standpoint or from a position lacking in reflective thought.