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Embracing LGBTQ+ Inclusivity in Worl...

Okamoto, Takeaki,

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Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers // Takeaki Okamoto.
Author:	Okamoto, Takeaki,
Description:	1 electronic resource (315 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
Subject:	Foreign language instruction. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31331947
ISBN:	9798382842349

Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers /
Okamoto, Takeaki,

Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers /Takeaki Okamoto. - 1 electronic resource (315 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

This 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.

English

ISBN: 9798382842349Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Japanese language classrooms

Embracing LGBTQ+ Inclusivity in World Language Classrooms: Narratives of Japanese Language Students and Teachers /
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500 $a Advisors: Gomez, Mary Louise; Hassett, Dawnene Committee members: Grant, Carl; Schueller, Jeanne.
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520 $a This 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.
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650 4 $a Asian studies. $3 1571829
650 4 $a Sexuality. $3 816197
653 $a Japanese language classrooms
653 $a LGBTQ+ inclusivity
653 $a World language education
653 $a Students
653 $a Teachers
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710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $e degree granting institution. $3 3759028
720 1 $a Gomez, Mary Louise $e degree supervisor.
720 1 $a Hassett, Dawnene $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-12B.
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