start-ver=1.4
cd-journal=joma
no-vol=37
cd-vols=
no-issue=6
article-no=
start-page=1772
end-page=1787
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2023
dt-pub=20230713
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Anti-oppressive global citizenship education in English language teaching: a three-pillar approach
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=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, �gwhat does anti-oppressive theory look like in practice in English classrooms and how can this be woven into GCE?�h, 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.
en-copyright=
kn-copyright=

en-aut-name=CarrollShawna M.
en-aut-sei=Carroll
en-aut-mei=Shawna M.
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Graduate School of Education, Okayama University
kn-affil=
en-keyword=Anti-oppression education
kn-keyword=Anti-oppression education
en-keyword=global citizenship education
kn-keyword=global citizenship education
en-keyword=language teaching
kn-keyword=language teaching
en-keyword=portraiture
kn-keyword=portraiture
END