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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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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]
Copyright of Australian Journal of Applied Linguistics is the property of Castledown Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault's lens.
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  Data: <searchLink fieldCode="AR" term="%22JAVAHERY%2C+POURYA%22">JAVAHERY, POURYA</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Australian+Journal+of+Applied+Linguistics%22">Australian Journal of Applied Linguistics</searchLink>. 2024, Vol. 7 Issue 3, p1-16. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+awareness%22">Language awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Australian Journal of Applied Linguistics is the property of Castledown Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.29140/ajal.v7n3.2104
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 1
    Subjects:
      – SubjectFull: College students
        Type: general
      – SubjectFull: Language awareness
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Artificial intelligence
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
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      – TitleFull: Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault's lens.
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            – D: 01
              M: 09
              Text: 2024
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              Y: 2024
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            – TitleFull: Australian Journal of Applied Linguistics
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