This paper explores the effects of poststructuralism on the work of two English teachers and writers of classroom texts. It traces aspects of their theoretical and practical engagement with poststructuralism from an initial acceptance of what appeared to promise the possibility of a truly critical practice through ideology critique to a stance that endeavors to include a consideration of the emergence of English pedagogy as well as theories about language and meaning.
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Mellor et al. (2004) studied this question.
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