<![CDATA[This paper investigates the power relations present in the children's narrative "How Turtle Got His Shell, Why Tigers Can't Climb Trees" through the framework of Michel Foucault's concepts regarding power, discipline, and resistance. The research utilized a qualitative approach, encompassing meticulous textual analysis and content examination, to discern and evaluate occurrences of power-related issues portrayed within the tale. Additionally, the illustrative components pertinent to these critical themes were subjected to scrutiny. By categorizing elements of power and resistance in a binary framework, the study affords a nuanced comprehension of the interplay between these factors within the narrative. The findings reveal: 1) Both narratives exemplify the manner in which power is manifested through hierarchical systems and regulatory practices, while simultaneously highlighting the intrinsic resistance that emerges within these power structures. 2) The selective distribution of knowledge in "How Turtle Got His Shell, Why Tiger Can’t Climb Trees" exemplifies Foucault's assertion that knowledge is intertwined with power, whereby those in positions of authority utilize it to uphold control alongside resistance. 3) The narratives reflect the dynamics of power relations in multicultural contexts, where dominant and subordinate groups interact, often leading to both subtle and overt forms of resistance. The findings emphasize the importance of critical engagement with children's stories to understand power dynamics and their impact on young readers. This illustrated children’s storybook serves as a poignant example of how children's literature can reflect real-life power struggles and societal issues. This research highlights the need for literature that nurtures a child's development and fosters a healthy sense of responsibility and respect within their communities.]]>
