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

Oct 15, 2026

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This study uses Critical Autoethnographic Narrative (CAN) to explore how standardized coursebooks shape English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of classroom and supervisory experience, the research argues that coursebooks function as tools of control, limiting teacher autonomy and creativity. Guided by Foucault’s power and discipline, the analysis identifies pedagogical constraints, reduced autonomy, and professional satisfaction, showing substantial limitations and calling for flexible, culturally responsive teaching.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Theoretical Framework

Foucault’s power/knowledge and disciplinary power

Review of Literature

Coursebooks in the Iranian EFL Education

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 7 (3), 2104 (2024) [https://doi.org/10.29140/ajal.v7n3.2104](https://doi.org/10.29140/ajal.v7n3.2104) Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault’s lens POURYA JAVAHERY Faculty of Foreign Languages, Islamic Azad University Central Tehran Branch, Iran 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. Keywords: critical autoethnographic narrative; standardized coursebooks; teacher autonomy; EFL education; Foucault, pedagogical constraints Introduction In the Iranian English as a Foreign Language (EFL) context, standardized English coursebooks—largely designed by foreign publishers—have become a defining feature of language education. These coursebooks are widely adopted by nearly all language institutes and schools across the country, leading to a standardized curriculum that emphasizes uniformity over pedagogical diversity. While this standardization might aim to ensure consistency in language instruction, it comes at the cost of significantly reducing teachers’ pedagogical flexibility. This dominance of coursebooks creates a rigid educational framework that constrains opportunities for innovation and creativity in teaching practices, thus raising critical questions about the broader implications for educators and students. Teachers operating within this framework often face institutional expectations that mandate strict adherence to the prescribed coursebook content. Such stringent adherence limits their ability to integrate authentic materials and culturally relevant content, potentially impeding the effectiveness of language learning. The problem is further exacerbated by the educational policies prevalent in Iranian private language institutes, where a coursebook-based approach to syllabus design frequently leaves minimal room for teacher autonomy. This environment not only curtails the flexibility needed for adapting teaching methods to students’ needs but also affects the overall quality of education by minimizing opportunities for engaging and contextually appropriate learning experiences. Against this backdrop, this study employs an autoethnographic approach to critically examine how the dominance of coursebooks has shaped my professional identity and teaching practices within the Iranian EFL context. Grounded in Michel Foucault’s theories of power and discipline, I explore how standardized coursebooks act as tools of control, not only influencing the private English language education system but also molding my identity as a teacher and educator. Foucault’s concepts provide a lens to understand how these materials enforce specific norms and practices, impacting my autonomy and creativity, while also shaping the

FAQs

How does the study examine the influence of standardized coursebooks in Iran?

It uses Critical Autoethnographic Narrative (CAN) to analyze how coursebook dominance affects EFL teaching, including constraints on teachers’ autonomy and creativity.

Which theoretical lens guides the analysis of coursebook effects?

The article applies Michel Foucault’s theories of power and disciplinary power to explain how prescribed materials enforce norms in educational settings.

What limitations do the findings associate with standardized coursebooks?

The study highlights significant pedagogical constraints, reduced autonomy, and a need for more flexible, culturally responsive teaching approaches.

Oct 15, 2026

Upload by Kurz