Shawna M Carroll
Biographic Data
| ID | 5191038 |
|---|---|
| NAME | Shawna M Carroll |
| GIVEN NAMES | Shawna M |
| FAMILY NAME | Carroll |
| SIGNATURE | CARROLL S M |
| AFFILIATIONS | Okayama University |
| ORCID | 0000-0001-5226-142X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Revealing Gender Inequality and Cisheteropatriarchy in Japan’s New Civics and Society Textbooks
This paper conducts a feminist discourse analysis of Japan’s revised ‘Civics and Society’ textbooks in use from the 2022 academic year, revealing persistent gender inequality and cisheteropatriarchy. Through the analysis of the language, illustrations, and photographs used in five of the new textbooks (almost 70% of the textbooks used across Japan), a feminist framework contributes to the argument that textbooks serve not only as education tools,…
It's (in)escapable
In this article, we critically examine the Ontario, Canada secondary French as a second language (FSL) curriculum to unpack the ways it both resists and perpetuates colonial, racist, and oppressive discourses. By engaging in this analysis, we aim to inspire language teacher educators to envision and critically engage with alternative, anticolonial, feminist frameworks that challenge dominant paradigms by developing critical reflection, contextual…
Conceptualizing culture critically
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspectiv…
Unravelling the silence around gender and sexuality in a second language curriculum
This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research e…
Teaching as Trespass
Teachers in Canadian public school contexts are attempting to teach about Indigenous knowledges and epistemologies. Given the present state of asymmetrical Indigenous-settler relations, the complexity of this work requires a large breadth of consideration. Our study provides insight into the nuances of teaching Indigenous perspectives and worldviews, and the barriers and motivations for its inclusion in elementary and secondary classrooms. We con…
Anti-oppressive global citizenship education in English language teaching
Anti-oppressive global citizenship education (GCE), a specific strand of critical GCE, is a new field, especially concerning empirical studies within English classrooms. Based on an anti-oppressive GCE framework and the research question, “what does anti-oppressive theory look like in practice in English classrooms and how can this be woven into GCE?”, this paper explains the results of a project which used a portraiture methodology to collect an…
Anti-Colonial Book Clubs
What possibilities does reading anti-colonial and counternarrative fiction have? By “plugging in” Coloma’s constitutive subjectivities, Anzaldúa’s new consciousness, and Sumara’s embodied action, I share the possibilities with the explanation of an anti-colonial book club. Part of a larger research project conducted with a feminist Deleuzian methodology, this paper focuses on one of the “hot spots” that arose during the reading processes of two p…
Youth subjectification and resistance in the settler state
Conceptualizing culture critically
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspectiv…
Youth subjectification and resistance in the settler state
Youth subjectification and resistance in the settler state
Anti-Colonial Book Clubs
What possibilities does reading anti-colonial and counternarrative fiction have? By “plugging in” Coloma’s constitutive subjectivities, Anzaldúa’s new consciousness, and Sumara’s embodied action, I share the possibilities with the explanation of an anti-colonial book club. Part of a larger research project conducted with a feminist Deleuzian methodology, this paper focuses on one of the “hot spots” that arose during the reading processes of two p…
Teaching as Trespass
Teachers in Canadian public school contexts are attempting to teach about Indigenous knowledges and epistemologies. Given the present state of asymmetrical Indigenous-settler relations, the complexity of this work requires a large breadth of consideration. Our study provides insight into the nuances of teaching Indigenous perspectives and worldviews, and the barriers and motivations for its inclusion in elementary and secondary classrooms. We con…
Anti-oppressive global citizenship education in English language teaching
Anti-oppressive global citizenship education (GCE), a specific strand of critical GCE, is a new field, especially concerning empirical studies within English classrooms. Based on an anti-oppressive GCE framework and the research question, “what does anti-oppressive theory look like in practice in English classrooms and how can this be woven into GCE?”, this paper explains the results of a project which used a portraiture methodology to collect an…
Unravelling the silence around gender and sexuality in a second language curriculum
This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research e…
It's (in)escapable
In this article, we critically examine the Ontario, Canada secondary French as a second language (FSL) curriculum to unpack the ways it both resists and perpetuates colonial, racist, and oppressive discourses. By engaging in this analysis, we aim to inspire language teacher educators to envision and critically engage with alternative, anticolonial, feminist frameworks that challenge dominant paradigms by developing critical reflection, contextual…
Conceptualizing culture critically
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspectiv…
Revealing Gender Inequality and Cisheteropatriarchy in Japan’s New Civics and Society Textbooks
This paper conducts a feminist discourse analysis of Japan’s revised ‘Civics and Society’ textbooks in use from the 2022 academic year, revealing persistent gender inequality and cisheteropatriarchy. Through the analysis of the language, illustrations, and photographs used in five of the new textbooks (almost 70% of the textbooks used across Japan), a feminist framework contributes to the argument that textbooks serve not only as education tools,…
Sociology (7 works) · Psychology (6 works) · Pedagogy (5 works) · Philosophy (5 works) · Gender Studies (4 works) · Linguistics (4 works) · Art (3 works) · Educator Training and Historical Pedagogy (3 works) · Global Education and Multiculturalism (3 works) · Law (3 works)