The current study investigates social representation of characters in Pakistani children literature that is utilized within schools and specifically with the Punjab Textbook Board (PTB) textbooks in Grade 5-8. Utilizing an SFL, Interpersonal Meta-function as developed by Halliday, the study explores the issue of relationships, power and ideology of education as represented in any of the texts by linguistics choice. By establishing the method as Critical Discourse Analysis (CDA) and using pronouns, mood, and modality as analysis points, the study will seek to determine how language can construct or challenge dominant ideologies. Through qualitative analysis of selected texts, one examines character interactions to indicate patterns of who are included or marginalized representation, social groups, and power structures which were present. This study has its significance in various fields of education such as in the fields of curriculum engineering, linguistic analysis, and Discourse analysis.