BA, B.Ed., M.Ed., PhD
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Instructor
Early Childhood Care & Education
Faculty of Education
Health & Human Development
604.984.1762 ext. 1762
Birch Building, room BR327
shawnacarroll@capilanou.ca
Education
PhD, Curriculum Studies and Teacher Development & Sexual Diversity Studies, University of Toronto at the Ontario Institute for Studies in Education, 2019
M.Ed., Curriculum Studies and Teacher Development, University of Toronto at the Ontario Institute for Studies in Education, 2011
B.Ed., Schulich School of Education, Nipissing University, 2010
BA, Contemporary Studies and Geography, Wilfrid Laurier University, 2010
"To fail to work against the various forms of oppression is to be complicit with them. - Kevin K. Kumashiro (2002, p. 37)"
Bio
Shawna M. Carroll is a teacher educator who spends her time trying to learn better ways to make learning more equitable. Her research and teaching focuses on uncovering and finding ways to dismantle systems of oppression in (language) teacher education.
She completed her K-12 teacher training in Ontario and continued onto her PhD at OISE, where she studied the importance of incorporating representative, anti-colonial fiction in curriculum.
She recently returned from Japan, where she was an Associate Professor in the Graduate School of Education at Okayama University, focusing on anti-oppressive language teacher education.
She is excited to have joined the ECCE team in 2024 and continue her passion of working with educators in self-reflection and learning more deeply about social justice issues in society and in education.
I love teaching and learning with students how to become a better educator and person. My teaching interests focus on anti-oppressive theories and practice in education. I am also starting to think with Adrienne Maree Brown’s work on how we can bring Emergent Strategy into early childhood care and education.
My research is intimately connected to my teaching. Some topics I am interested in include:
- Anti-oppressive (language) education
- Anti-oppressive global citizenship education
- Emergent strategies in education
- Mindfulness and contemplative practices in education
- Poststructural theories and methodologies
I also connect these ideas across contexts in both Canada and Japan.
Kunnas, M., Masson, M., & Carroll, S. M. (in press). Conceptualizing culture critically: Examining perspectives from additional language teachers. Foreign Language Annals.
Kunnas, M., Masson, M., & Carroll, S. M. (2025). Conceptualizing culture critically: Examining perspectives from additional language teachers. Foreign Language Annals.
Grant, R., Masson, M., & Carroll, S. M. (in press). Unraveling the silence around gender and sexuality in a second language curriculum. Journal of Language and Discrimination.
Carroll, S. M. (2024). Anti-oppressive global citizenship education in English language teaching: a three-pillar approach. International Journal of Qualitative Studies in Education, 37(6), 1772-1787.
Carroll, S. M., & Ogawa, T. (2024). Gender and sexuality in the Japanese health and physical education curriculum and textbook: An anti-oppressive perspective. Journal of Engaged Pedagogy, 23(1).
Bascuñán, D., Carroll, S. M., Sinke, M., & Restoule, J. P. (2023). Teaching as trespass: Avoiding places of innocence. Equity & Excellence in Education, 56(3), 337-351.
Sasaki, A., Ohmori, I., & Carroll, S. M. (2023). The effect of film viewing intervention added to lectures to improve university students’ attitudes toward sexual and gender minorities. Kawasaki Journal of Medical Welfare, 28(2), 71-85.
Bascuñán, D., Sinke, M., & Carroll, S. M., & Restoule, J. P. (2022). Troubling trespass: Moving settler teachers toward decolonization. In S. Styres & A. Kempf (Eds.), Troubling truth and reconciliation in Canadian education: Critical perspectives. University of Alberta Press (pp. 183-200).
Carroll, S. M. (2022). Analyzing textbooks for elementary English education: An anti-oppressive perspective for intercultural understanding. Bulletin of Center for Teacher Education and Development, Okayama University, 12, 165-180.
Carroll, S. M. (2022). "Language lives in our bodies not just in our heads": Embodied reading and becoming beyond the molar. The Canadian Modern Language Review, 78(4), 326-343.
Carroll, S. M. (2021). Anti-oppressive global citizenship education theory and practice in pre-service teacher education. Policy & Practice: A Development Education Review, 33, 7-27. Access the article here.
Carroll, S. M. (2021). Anti-colonial book clubs: Creating a different kind of language for a new consciousness. Art/Research International: A Transdisciplinary Journal, 6(1), 11-31.
Carroll, S. M., Bascuñán, D., Sinke, M., & Restoule, J. P. (2020). How discomfort reproduces settler structures: Moving beyond fear and becoming imperfect accomplices. Journal of Curriculum and Teaching, 9(2), 9-19. 1.
Carroll, S. M. (2019). How white educators can subvert dominant discourses. Journal of Engaged Pedagogy, 18(1), 139-154.
Carroll, S. M. (2018). Uncovering white settler colonial discourse in curricula with anticolonial feminism. JCT: Journal of Curriculum Theorizing, 33(1), 22-40.
Alaca, Z., Carroll, S., Larson, E., Pries-Klassen, M., Rajendram, S., & Wu, L. (2017). OISE: What's it like for you: A report on the OISE Graduate Students' Association (GSA) student survey on accessibility & equity.
Carroll, S. M., & Gaztambide-Fernández (2016). Youth subjectification and resistance in the settler state. Curriculum Inquiry, 46(4), 343-347.
