Poststructuralism in English classrooms: critical literacy and after

IJ0128STRAna0579acQnetnhy.025envnSu1rlo14ie0noEaeo-tr8awr8tly e 0t31a io P./9–Ano0Pf0e 8 dna0F9rEt tat 5(e5tideFlP8eb1c rurJrr0sr8laocseiou.no3nuasant9cngr)riny0i/o@msa13n Ll32j2J c60toaud60mf0. -4e0Q5ed1s8uu5 9aC.08al2oiu to4a(o8tkin vUleinn Sievt)uedrsiei tsy iTno EwdnuscvailtiloenQld 461 1Aust ralia 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.