Resources for learning more
The subsequent content presents a curated list of resources related to the various subjects in this module, intended for those interested in deeper exploration of these concepts.
Teaching to diversity
DiAngelo, R., & Sensoy, O. (2010). “Ok, I get it! Now tell me how to do it!”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12(2), 97-102.
Nadal, K. L., King, R., Sissoko, D. G., Floyd, N., & Hines, D. (2021). The legacies of systemic and internalized oppression: Experiences of microaggressions, imposter phenomenon, and stereotype threat on historically marginalized groups . New Ideas in Psychology, 63, 1-9.
St. Denis, V., & Schick, C. (2003). What makes anti-racist pedagogy in teacher education difficult? Three popular ideological assumptions . The Alberta Journal of Educational Research, 49(1), 55-69.
Reflecting on practice
Delgado, A., & McGill, C. M. (2023). Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom(this link opens in a new window/tab). New Horizons in Adult Education and Human Resource Development, 35(4), 186-198.
Dodman, S. L., DeMulder, E. K., View, J. L., Swalwell, K., Stribling, S., Ra, S., Dallman, L. (2019). Equity audits as a tools of critical data-driven decision making: Preparing teachers to see beyond achievement gaps and bubbles . Action in Teacher Education, 41(1), 4-22.
Ko, M. E. (2021, July), Revolutionizing Grading: Implications on Power, Agency, and Equity(this link opens in a new window/tab) Paper presented at 2021 ASEE Virtual Annual Conference Content Access.
Leadership and equity
Fox, M. F. J., Kandiko Howson, C., & Kingsbury, M. (2023). Equity, diversity, and inclusion – does social justice from the top trickle down? Journal of Further and Higher Education, 47(6), 850–861.
Galloway, M. K. Ishimaru, A. M. (2020). Leading equity teams: The role of formal leaders in building organizational capacity for equity . Journal of Education for Students Placed at Risk, 25(2), 107-125.
Smith, C. (2020). Development and application of the Social Justice Teacher Leader Self-Assessment (SJTLSA) instrument . International Journal of Leadership in Education, 1-25.
Anti-oppressive teaching
Gorski, P. (2008). Good intentions are not enough: A decolonizing intercultural education . Intercultural Education, 19(6), 515-525.
Kumashiro, K. (2004). Uncertain beginnings: Learning to teach paradoxically. Theory Into Practice, 43(2), 111-115.
Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice (3rd ed.). New York: Routledge.
Francis, B., Mills, M., & Lupton, R. (2017). Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy, 32(4), 414-431.
Perry, C. (2022). Building community in culturally diverse classrooms at university. Canadian Journal for New Scholars in Education, 13(1).
Rizvi, F., Lingard, B., & Lavia, J. (2006). Postcolonialism and education: Negotiating a contested terrain . Pedagogy, Culture and Society, 14(3), 249-262.
Culturally responsive teaching
Hearn, M. C. (2012). Positionality, Intersectionality, and Power: Socially Locating the Higher Education Teacher in Multicultural Education. Multicultural Education Review, 4(2), 38–59.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy . Theory Into Practice, 34(3), 159-165.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy . American Educational Research Journal, 32(3), 465-491.
Parveen, S. (2021). Exploring and developing strategies for integration in a classroom setting within higher education. Widening Participation and Lifelong Learning, 23(3), 124-136.
Ragoonaden, K., & Mueller, L. (2017). Culturally Responsive Pedagogy: Indigenizing Curriculum . Canadian Journal of Higher Education/La Revue Canadienne d’enseignement supérieur, 47(2), 22–46.
Perspectives from and for the Japanese context
Japanese-language sources
出口真紀子 [Deguchi, M.]. (2023). マジョリティ特権を可視化する意義と効果：日本の大学における実践を通して [Making majority privilege visible: Implications for teaching a college course on positionality in Japan.. 上智アジア学 [Sophia Journal of Asian, African, and Middle Eastern Studies], 41, 41–56.
Goodman, D. J. (2017). 真のダイバーシティをめざして――特権に無自覚なマジョリティのための社会的公正教育 [Promoting diversity and social justice: Educating people from privileged groups] (出口真紀子 監訳・田辺希久子 訳). Sophia University Press. (Original work published 2011)
Ishii, R. (2020). 心理的安全性のつくりかた――「心理的柔軟性」が困難を乗り越えるチームに変える [How to create psychological safety]. JMA Management Center.
Sue, D. W. (2020). 日常生活に埋め込まれたマイクロアグレッション――人種、ジェンダー、性的指向：マイノリティに向けられる無意識の差別 [Microaggressions in everyday life] (マイクロアグレッション研究会 訳). Akashi Shoten. (Original work published 2010)
Williams, M. T. (2025). 心理支援とマイクロアグレッション――無自覚の差別によって相談者を傷つけないために [Psychological support and microaggressions] (出口真紀子・水木理恵・立崎愛枝 訳). Nippon Hyoron Sha.
English-language scholarship on power and identity in Japanese education
Houghton, S. A., & Rivers, D. J. (Eds.). (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Multilingual Matters.
Kubota, R., & Fujimoto, D. (2013). Racialized native speakers: Voices of Japanese American language professionals. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 196–206). Multilingual Matters.
Nagatomo, D. H. (2012). Exploring Japanese university English teachers’ professional identity. Multilingual Matters.
Rudolph, N. (2022). “White” and “Japanese” privilege (?): An interview with Makiko Deguchi. The Language Teacher, 46(5), 41.
