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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
Language: English
Authors: Pourya Javahery (ORCID 0000-0001-6355-7461)
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
FullText Text:
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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="%22Pourya+Javahery%22">Pourya Javahery</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6355-7461">0000-0001-6355-7461</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2024 7(3).
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  Data: 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/
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  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.
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      – Text: English
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      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Applied Linguistics
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Creativity
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Role
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      – SubjectFull: Teacher Researchers
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Iran
        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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