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Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault's lens.

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Bibliographic Details
Title: Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault's lens.
Authors: JAVAHERY, POURYA1
Source: Australian Journal of Applied Linguistics. 2024, Vol. 7 Issue 3, p1-16. 16p.
Subject Terms: *College students, *Language awareness, *English as a foreign language, *Artificial intelligence, *Curriculum planning
Abstract: This study uses Critical Autoethnographic Narrative (CAN) to explore the influence of standardized coursebooks on English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of experience as an English teacher and supervisor, the research highlights how these coursebooks act as tools of control, constraining teacher autonomy and creativity. While existing literature focuses on technical aspects of coursebooks, this study fills a gap by examining their impact on pedagogical flexibility and teacher identity. Through a reflexive analysis guided by Foucault's theories of power and discipline, key themes such as "pedagogical constraints," "reduced autonomy," and "professional satisfaction" are identified. The findings reveal significant limitations imposed by standardized materials, suggesting a need for more flexible and culturally responsive teaching approaches. This study contributes to understanding the sociopolitical dimensions of EFL education in Iran and offers insights for enhancing teacher autonomy and curriculum development. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study uses Critical Autoethnographic Narrative (CAN) to explore the influence of standardized coursebooks on English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of experience as an English teacher and supervisor, the research highlights how these coursebooks act as tools of control, constraining teacher autonomy and creativity. While existing literature focuses on technical aspects of coursebooks, this study fills a gap by examining their impact on pedagogical flexibility and teacher identity. Through a reflexive analysis guided by Foucault's theories of power and discipline, key themes such as "pedagogical constraints," "reduced autonomy," and "professional satisfaction" are identified. The findings reveal significant limitations imposed by standardized materials, suggesting a need for more flexible and culturally responsive teaching approaches. This study contributes to understanding the sociopolitical dimensions of EFL education in Iran and offers insights for enhancing teacher autonomy and curriculum development. [ABSTRACT FROM AUTHOR]
ISSN:22090959
DOI:10.29140/ajal.v7n3.2104