A Foucauldian Analysis of Literary Text Selection Practices and Educational Policies in Ontario, Canada

Autor/inn/en	Greig, Christopher J.; Holloway, Susan M.
Titel	A Foucauldian Analysis of Literary Text Selection Practices and Educational Policies in Ontario, Canada
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 3, S.397-410 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1043239
Schlagwörter	Foreign Countries; Secondary School Teachers; English Teachers; Librarians; Department Heads; Reading Material Selection; Literature; Educational Policy; Board of Education Policy; Core Curriculum; Educational Practices; Power Structure; Qualitative Research; Semi Structured Interviews; Religion; Religious Factors; Censorship; Controversial Issues (Course Content); Relevance (Education); Canada + Suchen Sie Ihr Suchwort? Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Librarian; Bibliothekar; Bibliothekarin; Literatur; Politics of education; Bildungspolitik; Kerncurriculum; Bildungspraxis; Qualitative Forschung; Politische Zensur; Controversial issues; Kontroverse; Relevance; Relevanz; Kanada
Abstract	Like schools, curricula are socially constructed and constituted within broader social, political, and historical relations of power, powerfully shaping students' beliefs and attitudes about themselves and their relationship toward the world. In light of this, the importance of literature selection cannot be overstated. School-sanctioned texts often provide the core curriculum, and secondary school English teachers rely on them heavily. The self-regulatory practices a teacher engages in will shape not only how the teacher begins to understand the self, but also works to construct an "appropriate" teacher identity. Using a Foucauldian theoretical lens, this paper draws upon findings from a synthesis of school board policies and interviews with English teachers and department heads in Ontario, Canada, to explore the discursive practices that shape literary text selection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01