Discursive enactment of power in Iranian high school EFL classrooms

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Discursive enactment of power in Iranian high school EFL classrooms

Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical theories of education. While critical pedagogy that espouses a problem-posing model of education has sought to promote a more equitable and dialogical teacher-student partnership and...

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Bibliographic Details
Main Authors:	Faiz Sathi Abdullah, Kobra Hosseini
Format:	Article
Language:	English
Published:	Penerbit UKM 2012
Online Access:	http://journalarticle.ukm.my/4910/ http://journalarticle.ukm.my/4910/1/pp%2520375_392.pdf

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