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 |
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| Language: | English |
| Authors: | Pourya Javahery (ORCID |
| Source: | Australian Journal of Applied Linguistics. 2024 7(3). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Applied Linguistics, Professional Identity, Teacher Attitudes, Power Structure, Foreign Countries, English (Second Language), Second Language Instruction, Textbooks, Language Teachers, Supervisors, Professional Autonomy, Creativity, Barriers, Teacher Role, Teacher Researchers, Instructional Materials, Course Descriptions |
| Geographic Terms: | Iran |
| ISSN: | 2209-0959 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459412 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2209-0959 |
