NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1096191
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0159-6306
A Foucauldian Analysis of Literary Text Selection Practices and Educational Policies in Ontario, Canada
Greig, Christopher J.; Holloway, Susan M.
Discourse: Studies in the Cultural Politics of Education, v37 n3 p397-410 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A