ID | 65712 |
著者 |
Carroll, Shawna M.
Graduate School of Education, Okayama University
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抄録 | 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 and analyze approximately 6 hours of semi-structured interviews, detailed impressionistic records, and several lessons collected with one secondary school English teacher in Ontario, Canada. The portrait showcases how the educator implements a three-pillar approach to anti-oppressive GCE language education and the need to shine light on minoritized identities, create healthy soil for the foundation of learning about systemic oppression, and give the proper amounts of water/support to each student.
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キーワード | Anti-oppression education
global citizenship education
language teaching
portraiture
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備考 | This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Qualitative Studies in Education on 13 Jul 2023, available at: https://doi.org/10.1080/09518398.2023.2233912.
This fulltext file will be available in Jan. 2025.
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発行日 | 2023-07-13
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出版物タイトル |
International Journal of Qualitative Studies in Education
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出版者 | Taylor and Francis Group
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ISSN | 0951-8398
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NCID | AA10733262
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資料タイプ |
学術雑誌論文
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言語 |
英語
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OAI-PMH Set |
岡山大学
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論文のバージョン | author
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DOI | |
Web of Science KeyUT | |
関連URL | isVersionOf https://doi.org/10.1080/09518398.2023.2233912
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Citation | Shawna M. Carroll (2023) Anti-oppressive global citizenship education in English language teaching: a three-pillar approach, International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2023.2233912
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助成機関名 |
Japan Society for the Promotion of Science
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助成番号 | 21K13536
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