小学校英語教科書の分析： 異文化理解のための反抑圧的視点

This paper responds to the needs of teachers in Japan who are required to incorporate intercultural understanding in their foreign language classes. While the focus on learning about diversity with respect is crucial for intercultural understanding, the focus on learning about the ‘other’ reproduces a false binary of ‘us’ versus ‘them’, where it is assumed that the ‘other’ is significantly different from ‘us’ and can be simplified and understood through textbooks and content dissemination. Alternatively, I offer an anti-oppressive approach to analyzing textbooks for intercultural understanding by first explaining a framework and then by showing teachers how to analyze the textbook through various themes (i.e., gender, sexuality, race and ethnicity, etc.). This paper will explain the importance of uncovering inclusion and exclusion of dominant and minoritized identities in elementary textbooks and materials, to prevent the reproduction of stereotypes and prejudices.本稿は、学習指導要領によって小学校外国語（英語）の授業に異文化理解あるいは国際理解を取り入れることを求められた日本の教師のニーズに応えるものである。「尊重」というレンズを通して多様性についての学習に焦点を当てることは、異文化理解や国際理解に不可欠であるが、「他者」について学ぶことに焦点を当てると、「私たち」対「彼ら」という誤った二元論を生み出し、教科書やコンテンツの普及によって「他者」は単純化し理解することができると仮定されることになってしまう。そうではなく、本稿で提唱するのは、異文化理解のための反抑圧的アプローチである。まず理論的枠組みを説明し、次に様々なテーマ（ジェンダー、性的指向、人種・民族など）を通して教科書を分析する方法を教師に示す。本稿は、小学校の教科書や教材における支配的アイデンティティと少数派アイデンティティの包摂と排除を明らかにすることの重要性について説明し、ステレオタイプや偏見の再生産を防ぐことを目的とするものである

Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

It is well documented that the majority of adults, children and families in need of evidence-based behavioral health interventionsi do not receive them [1, 2] and that few robust empirically supported methods for implementing evidence-based practices (EBPs) exist. The Society for Implementation Research Collaboration (SIRC) represents a burgeoning effort to advance the innovation and rigor of implementation research and is uniquely focused on bringing together researchers and stakeholders committed to evaluating the implementation of complex evidence-based behavioral health interventions. Through its diverse activities and membership, SIRC aims to foster the promise of implementation research to better serve the behavioral health needs of the population by identifying rigorous, relevant, and efficient strategies that successfully transfer scientific evidence to clinical knowledge for use in real world settings [3]. SIRC began as a National Institute of Mental Health (NIMH)-funded conference series in 2010 (previously titled the “Seattle Implementation Research Conference”; $150,000 USD for 3 conferences in 2011, 2013, and 2015) with the recognition that there were multiple researchers and stakeholdersi working in parallel on innovative implementation science projects in behavioral health, but that formal channels for communicating and collaborating with one another were relatively unavailable. There was a significant need for a forum within which implementation researchers and stakeholders could learn from one another, refine approaches to science and practice, and develop an implementation research agenda using common measures, methods, and research principles to improve both the frequency and quality with which behavioral health treatment implementation is evaluated. SIRC’s membership growth is a testament to this identified need with more than 1000 members from 2011 to the present.ii SIRC’s primary objectives are to: (1) foster communication and collaboration across diverse groups, including implementation researchers, intermediariesi, as well as community stakeholders (SIRC uses the term “EBP champions” for these groups) – and to do so across multiple career levels (e.g., students, early career faculty, established investigators); and (2) enhance and disseminate rigorous measures and methodologies for implementing EBPs and evaluating EBP implementation efforts. These objectives are well aligned with Glasgow and colleagues’ [4] five core tenets deemed critical for advancing implementation science: collaboration, efficiency and speed, rigor and relevance, improved capacity, and cumulative knowledge. SIRC advances these objectives and tenets through in-person conferences, which bring together multidisciplinary implementation researchers and those implementing evidence-based behavioral health interventions in the community to share their work and create professional connections and collaborations

Negotiating Subjectivities Through Literature: Anticolonial Counternarrative Fiction Book Clubs and Their Possibilities

“Tired of reading straight, racist, colonial fiction?... Want to read meaningful anti-colonial fiction that disrupts racism on Turtle Island?” This is the call I put out to engage participants in this anticolonial book club research project. Reading two books together, I asked: How do five racialized women and one Indigenous woman negotiate their subjectivities during processes of reading anticolonial fiction? This research question was the aim of the project, but the anticolonial political commitments are at the foundation of the anticolonial feminist literacy theoretical framework and feminist Deleuzian methodology used. As a queer, white, settler researcher and educator, I created the project with a desire-based lens, in order to focus on the subversion, persistence, and thriving in the feminist anticolonial space. I recruited the six women with two main goals: examine how reading anticolonial fiction can help facilitate the negotiation of subjectivities and examine how reading fiction that is not white settler colonial in nature can create generative spaces for people to thrive. Using the feminist Deleuzian methodological framework through the anticolonial feminist literacy theoretical lens allowed me to focus on the hot spots of the data that arose in the book club conversations, one-on-one meetings, and reading journals. Focusing on these hot spots, or what ‘glowed,’ I explain how reading and language are embodied processes and allowed one participant to continue becoming bilingual-immigrant-racialized-woman in ways that resist molar/static understandings of her subject positions and a more liveable life. Focusing on a second hot spot, I explain how reading anticolonial counternarrative fiction enabled a space for deep self-reflection which helped the participants build trust in their subject positions and experiences of marginalization, which allowed them to create a new consciousness outside of white settler colonial discourses. In the last data chapter, I explain how this anticolonial book club created an anticolonial community of care to walk alongside Indigenous resurgence initiatives through feminist solidarity and horizontal comradeship. Walking alongside Indigenous resurgence is always contextual, but this research project shows one way in which this is possible in a non-reactionary, productive way.Ph.D

Uncovering White Settler Colonial Discourse in Curricula with Anticolonial Feminism

This paper explains a specific anticolonial feminism theoretical framework, which is utilized as a lens to enact a critical discourse analysis to uncover the ways white settler colonial ideology and discourse is (re)produced and subverted in the Ontario English curricula. This is important as the documents aim to be inclusive in their introductory goals, but throughout the documents’ expectations they (re)produce white settler colonial ideology and discourse. Although sometimes framed in problematic ways, there are opportunities within the curricula to subvert white settler colonial ideology and discourse. Overall, the paper brings to light the overt and covert ways in which the Ontario English curricula both (re)produces and subverts white settler colonial ideology and discourse and the importance of remaining in these uncomfortable spaces for reflection

ANTI-COLONIAL BOOK CLUBS : CREATING A DIFFERENT KIND OF LANGUAGE FOR A NEW CONSCIOUSNESS

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 participants in the book club. Through their self-reflection during their reading processes, the counternarrative and anti-colonial fiction gave the women a different kind of language which allowed them to build a stronger trust in themselves, their subject positions, and their experiences of marginalization outside of a white settler colonial discursive lens. This building of trust by creating a different kind of language to explain their subject positions and experiences of marginalization created a new consciousness that allowed them to continue subverting simplified white settler colonial understandings of who they are

Anti-oppressive global citizenship education in English language teaching: a three-pillar approach

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

Analyzing textbooks for elementary English education: An anti-oppressive perspective for intercultural understanding

This paper responds to the needs of teachers in Japan who are required to incorporate intercultural understanding in their foreign language classes. While the focus on learning about diversity with respect is crucial for intercultural understanding, the focus on learning about the ‘other’ reproduces a false binary of ‘us’ versus ‘them’, where it is assumed that the ‘other’ is significantly different from ‘us’ and can be simplified and understood through textbooks and content dissemination. Alternatively, I offer an anti-oppressive approach to analyzing textbooks for intercultural understanding by first explaining a framework and then by showing teachers how to analyze the textbook through various themes (i.e., gender, sexuality, race and ethnicity, etc.). This paper will explain the importance of uncovering inclusion and exclusion of dominant and minoritized identities in elementary textbooks and materials, to prevent the reproduction of stereotypes and prejudices.本稿は、学習指導要領によって小学校外国語（英語）の授業に異文化理解あるいは国際理解を取り入れることを求められた日本の教師のニーズに応えるものである。「尊重」というレンズを通して多様性についての学習に焦点を当てることは、異文化理解や国際理解に不可欠であるが、「他者」について学ぶことに焦点を当てると、「私たち」対「彼ら」という誤った二元論を生み出し、教科書やコンテンツの普及によって「他者」は単純化し理解することができると仮定されることになってしまう。そうではなく、本稿で提唱するのは、異文化理解のための反抑圧的アプローチである。まず理論的枠組みを説明し、次に様々なテーマ（ジェンダー、性的指向、人種・民族など）を通して教科書を分析する方法を教師に示す。本稿は、小学校の教科書や教材における支配的アイデンティティと少数派アイデンティティの包摂と排除を明らかにすることの重要性について説明し、ステレオタイプや偏見の再生産を防ぐことを目的とするものである