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Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers
Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152018
- ISBN
- 9798382842349
- DDC
- 400
- 서명/저자
- Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 315 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
- 주기사항
- Advisor: Gomez, Mary Louise;Hassett, Dawnene.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약This study investigates LGBTQ+ inclusivity within Japanese language education at the college level. Utilizing narrative inquiry and queer methodologies, it explores the experiences and practices of students and teachers at a large state university in the Midwest, aiming to uncover the complexities of LGBTQ+ inclusivity in these educational settings. The primary research question is: How is LGBTQ+ inclusivity understood, practiced, and experienced in college-level Japanese language classrooms by students and teachers?Key findings indicate that LGBTQ+ inclusivity is perceived through the recognition and expression of diverse identities. This involves the use of inclusive vocabulary, discussions on LGBTQ+ topics, and the adaptation of teaching materials to reflect diverse experiences. The study underscores the importance of creating a supportive environment where students feel comfortable using both gender-neutral and gender-specific language where they can openly discuss issues related to gender and sexual identities.It is shown in this research that teachers promote inclusivity through visual aids and gender-neutral vocabulary, often choosing not to disclose their own LGBTQ+ identities. In addition, challenges include varied comfort levels in discussing LGBTQ+ issues and inconsistencies in pronoun usage. The study emphasizes the need for continuous, collaborative efforts between teachers and students, highlighting the importance of updating curricula, enhancing cultural sensitivity, and providing comprehensive teacher training to create a more inclusive educational environment.This study highlights the pivotal role of individual experiences in shaping attitudes and practices concerning LGBTQ+ inclusivity. By exploring how people perceive LGBTQ+ inclusivity and their motivations in Japanese language classrooms, the study underscores that intersectionality dictates how individual experiences significantly shape these perceptions and practices.Furthermore, the research raises concerns about exclusively gender/sexuality-neutral language classrooms. While these classrooms aim to be inclusive, they may inadvertently silence both LGBTQ+ and non-LGBTQ+ students. Participants noted that such environments could prevent individuals from fully expressing their identities. Moreover, to foster LGBTQ+ inclusivity, educators should create environments that allow for diverse individual experiences. Offering both gender/sexuality-specific and neutral language choices can help prevent unintentional marginalization and promote a more inclusive approach, enhancing critical thinking and empathy among students.
- 일반주제명
- Language
- 일반주제명
- LGBTQ studies
- 일반주제명
- Asian studies
- 일반주제명
- Sexuality
- 키워드
- Students
- 키워드
- Teachers
- 기타저자
- The University of Wisconsin - Madison Curriculum & Instruction
- 기본자료저록
- Dissertations Abstracts International. 85-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798382842349
■035 ▼a(MiAaPQ)AAI31331947
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a400
■1001 ▼aOkamoto, Takeaki.
■24510▼aEmbracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a315 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: B.
■500 ▼aAdvisor: Gomez, Mary Louise;Hassett, Dawnene.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThis study investigates LGBTQ+ inclusivity within Japanese language education at the college level. Utilizing narrative inquiry and queer methodologies, it explores the experiences and practices of students and teachers at a large state university in the Midwest, aiming to uncover the complexities of LGBTQ+ inclusivity in these educational settings. The primary research question is: How is LGBTQ+ inclusivity understood, practiced, and experienced in college-level Japanese language classrooms by students and teachers?Key findings indicate that LGBTQ+ inclusivity is perceived through the recognition and expression of diverse identities. This involves the use of inclusive vocabulary, discussions on LGBTQ+ topics, and the adaptation of teaching materials to reflect diverse experiences. The study underscores the importance of creating a supportive environment where students feel comfortable using both gender-neutral and gender-specific language where they can openly discuss issues related to gender and sexual identities.It is shown in this research that teachers promote inclusivity through visual aids and gender-neutral vocabulary, often choosing not to disclose their own LGBTQ+ identities. In addition, challenges include varied comfort levels in discussing LGBTQ+ issues and inconsistencies in pronoun usage. The study emphasizes the need for continuous, collaborative efforts between teachers and students, highlighting the importance of updating curricula, enhancing cultural sensitivity, and providing comprehensive teacher training to create a more inclusive educational environment.This study highlights the pivotal role of individual experiences in shaping attitudes and practices concerning LGBTQ+ inclusivity. By exploring how people perceive LGBTQ+ inclusivity and their motivations in Japanese language classrooms, the study underscores that intersectionality dictates how individual experiences significantly shape these perceptions and practices.Furthermore, the research raises concerns about exclusively gender/sexuality-neutral language classrooms. While these classrooms aim to be inclusive, they may inadvertently silence both LGBTQ+ and non-LGBTQ+ students. Participants noted that such environments could prevent individuals from fully expressing their identities. Moreover, to foster LGBTQ+ inclusivity, educators should create environments that allow for diverse individual experiences. Offering both gender/sexuality-specific and neutral language choices can help prevent unintentional marginalization and promote a more inclusive approach, enhancing critical thinking and empathy among students.
■590 ▼aSchool code: 0262.
■650 4▼aForeign language instruction
■650 4▼aLanguage
■650 4▼aLGBTQ studies
■650 4▼aAsian studies
■650 4▼aSexuality
■653 ▼aJapanese language classrooms
■653 ▼aLGBTQ+ inclusivity
■653 ▼aWorld language education
■653 ▼aStudents
■653 ▼aTeachers
■690 ▼a0444
■690 ▼a0211
■690 ▼a0679
■690 ▼a0492
■690 ▼a0342
■71020▼aThe University of Wisconsin - Madison▼bCurriculum & Instruction.
■7730 ▼tDissertations Abstracts International▼g85-12B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162487▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
