Research

Articles Published in Refereed Journals:

1. Carroll, S. M., Masson, M., Grant, R., & Keunne, E. (2025). It's (in)escapable: Critically reflecting on a second language curriculum in a settler colonial context. The Modern Language Review, 109(3), 528-549. https://doi.org/10.1111/modl.13010 

2. Kunnas, M., Masson, M., & Carroll, S. M. (2025). Critical conceptualizations of culture: Perspectives from additional language teachers. Foreign Language Annals. https://doi.org/10.1111/flan.12792 

3. Grant, R., Masson, M., & Carroll, S. M. (2024). Unraveling the silence around gender and sexuality in a second language curriculum. Journal of Language and Discrimination, 8(2), 217-237.  https://doi.org/10.3138/jld-2024-0105 

4. 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. https://doi.org/10.1080/09518398.2023.2233912

5. 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). https://doi.org/10.51077/epajournal.23.1_17 

6. 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.https://doi.org/10.1080/10665684.2021.1993112.

7. 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. Access the article here.

8. 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. https://doi.org/10.3138/cmlr-2022-0067

9.  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.

10. 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. https://doi.org/10.18432/ari29548.

11. 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. https://doi.org/10.5430/jct.v9n2p9.

12. Carroll, S. M. (2019). How white educators can subvert dominant discourses. Journal of Engaged Pedagogy, 18(1), 139-154. Access the article here.

13. Carroll, S. M. (2018). Uncovering white settler colonial discourse in curricula with anticolonial feminism. JCT: Journal of Curriculum Theorizing, 33(1), 22-40. Access the article here.

14. Carroll, S. (2014). The construction and perpetuation of Whiteness. The Journal for Unschooling and Alternative Learning, 8(15), 92-116. Access the article here.

Book Chapter in Refereed Book:

1. 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). Order the book here.

Dissertation:

1. Carroll, S. M. (2019). Negotiating subjectivities through literature: Anticolonial counternarrative fiction book clubs and their possibilities. Dissertation. OISE at the University of Toronto. Access the dissertation here.

Edited Book (Self-Published):

1. Andrews, A., Cantalini-Williams, M., Carroll, S., & Reid, S. (Eds.). (January, 2013). Celebrating a decade of education at the Brantford campus. Brantford: Edge Imaging (82 pp.).

Editorial Articles Published in Refereed Journals:

1. Elsherief, H., Masson, M., Carroll, S. M. (2018). Introduction to the inaugural OISE Graduate Student Research Conference Journal: Creating possibilities for change in education. OISE GSRC Journal, 1(1), 2-5. Access article here.

2. Carroll, S. M., & Gaztambide-Fernández (2016). Youth subjectification and resistance in the settler state. Curriculum Inquiry, 46(4), 343-347.https://doi.org/10.1080/03626784.2016.1210944.

Non-Refereed / Professional Publications:

1. Carroll, S. M., Masson, M., Grant, R., & Keunne, E. (2025, September). Rethinking language teaching: A critical look at a second language curriculum. Canadian Teacher Magazine. Fall 2025, 12-13. https://canadianteachermagazine.com/issues/2025/CTM-Fall25/Flow%20Paper/#page=12  

2. Masson, M., & Carroll, S. M. (2025, April). Creating space for identity work: Five arts-based activities for language and language teacher education. MindBrainEd Think Tanks: Art and the Brain in Language Teaching, 11(4), 34-44. https://www.mindbrained.org/2025/04/creating-space-for-identity-work-five-arts-based-activities-for-language-and-language-teacher-education/ 

3. Masson, M., Kunnas, M., Carroll, S. (2025, February). Critical conceptualizations of culture: Perspectives of additional language teachers. Réflexions, 44(1), 7-10. 

4. Masson, M., Kunnas, M., Carroll, S. (2025, February). Conceptualisations critiques de la culture: Perspectives du personnel enseignant en langues additionnelles. Réflexions, 44(1), 12-15. 

5. Masson, M., Carroll, S., Grant, R. Keunne, E., et Coulombe, E. (2024). Un enseignement des langues inclusif: Aborder le genre, la sexualité, les perspectives ethnoraciales et la diversité culturelle dans la classe de FLS. Le journal de l'immersion de l'ACPI, 46(3), 46-50.

6. 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. http://doi.org/10.18926/CTED/63306.

7. 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. Access article here.

Manuscripts in Revision:

1. Wang, H., & Carroll, S. M. (in revision). Revealing gender inequality and heterosexism in Japan’s new civics textbooks: A feminist critical discourse analysis.

Invited Workshops and Seminars Presented:

1. Carroll, S. M., & Clark, G. (2025). Transforming ELT: Practical anti-deficit perspectives for systemic change. Kobe JALT Chapter meeting [workshop]. June 21, 2025. 

2. Carroll, S. M. (2024). Anti-oppressive pedagogies in higher education and teacher training in Japan. In Y. Miyamoto (Chair), English Education Pedagogy in Japan and Germany [Seminar]. March 14, 2024.

3. Carroll, S. M. (2023). Diversity and equity in Japan [guest lesson]. Okayama Ryukoku High School. September 19, 2023. Okayama, Japan.

4. Carroll, S. M. (2023). Tips and tricks to get external research grants [panel]. Okayama JALT. May 20, 2023. Okayama, Japan.

5. Carroll, S. M. (2022). Anti-oppressive global citizenship education theory and practice in pre-service teacher education. In, Policy & Practice: A Development Education Review Journal Issue 33 Seminar. March 1, 2022. Online.

6. Carroll, S. M. (2021). Knowing yourself and systemic oppression: Engaging thoughtfully on the streets. In, Shared Campus Summer School - Streets: Discovering, Connecting and Re-Creating Memories, Identities, Landscapes and Bodies. Kyoto University, Hong Kong Baptist University, and Zurich University of the Arts. August 10, 2021. Webinar.

7. Carroll, S. M. (2021). Beginning global citizenship education with anti-oppressive education. In, Special SDG International Series. Okayama University. January 29, 2021. Webinar.

8. Carroll, S. M. (2020). Understanding yourself and oppression. Maniwa Senior High School. 60 Grade 9 students and 10 teachers. December 14, 2020. Okayama, Japan.

9. Carroll, S. M. (2020). Teaching cross-cultural communication through power hierarchies. Okayama JALT Chapter. June 20, 2020. Online.

10. Carroll, S. M. (2020). The dangers of stereotyping workshop. Kyoto Seika University. January 10, 2020. Kyoto, Japan.

Conference Paper Presentations and Workshops :

1. Carroll, S. M. (2025). Reframing ELT: Emergent strategy for inclusion and justice. PanSIG Conference. May 16-18, 2025. Chiba, Japan.

2. Clark, G., & Carroll, S. M. (2025). Addressing ableism in ELT: From individual blame to systemic change. May 16-18, 2025. Chiba, Japan.

3. Yao, Y., Kyaw Oo, M., Glasgow, G. P., & Carroll, S. M. (2025). Developing inclusive workplaces: A DEI workshop on microaggressions (JALT DEI Committee). PanSIG Conference. May 16-18, 2025. Chiba, Japan.

4. Masson, M., Keunne, E., Grant, R., Kunnas, M., & Carroll, S. M. (2025). Redefining FSL: Confronting hidden challenges and cultivating inclusive practices. Languages Without Borders (LBW). April 4, 2025. Montréal, Québec. 

5. Grant, R., Carroll, S. M., & Masson, M. (2025). “It can be very overwhelming to balance”: FSL teachers’ perceptions of queer inclusion and discussions. American Association of Applied Linguistics. March 25, 2025. Denver, Colorado. 

6. Carroll, S. M., Masson, M., Grant, R., Keunne, E. (2024). Developing contextual awareness through second language curriculum: Utilizing feminist anticolonial frameworks to work toward imaginative speculation. In S. Carroll & M. Masson (Chairs), Critical Reflections on Colonial Pedagogies: Lessons Learned for Language Teacher Education [Symposium]. Canadian Society for Studies in Education Conference (CATE). June 12-17. Montreal, QC, Canada.  (Presentation Cancelled due to labour disruption).

7. Grant, R., Masson, M., & Carroll, S. M. (2024). FSL teachers’ approaches and treatment of topics related to gender and sexuality. Canadian Society for Studies in Education Conference (CATE). June 12-17. Montreal, QC, Canada.  (Presentation Cancelled due to labour disruption).

8. Kunnas, M., Masson, M., & Carroll, S. M. (2024). Second language teachers’ beliefs about the role of culture in the classroom. Canadian Society for Studies in Education Conference (CATE). June 12-17. Montreal, QC, Canada.  (Presentation Cancelled due to labour disruption).

9. Masson, M., & Carroll, S. M. (2024). Artful connections: Bridging language and identity through arts-based activities. Art in Kyoto, JALT ART SIG & Kyoto Chapter Event. May 19, 2024. Online.

10. Carroll, S. M. (2024). Anti-oppressive approaches to language and language teacher education in higher education in Japan. Diversity and Inclusivity in English Language Education. May 11-12, 2024. Tokyo, Japan. 

11. Carroll, S. M. (2023). Anti-oppressive practices in language teacher education. JALT 2023 Conference. November 24-27, 2023. Tsukuba, Japan.

12. Kyaw Oo, M., Clark, G., Carroll, S. M., Glasgow, G. P. (2023). Dealing with microaggressions in professional spaces [Workshop]. JALT 2023 Conference. November 24-27, 2023. Tsukuba, Japan.

13. Carroll, S. M. (2023). “Language lives in our bodies not just in our heads”: Embodied reading and becoming beyond the molar. In J.Bale (Chair), Race, Migration and Colonialism in Language Teaching and Learning [Symposium]. Canadian Association of Applied Linguistics at Congress of the Humanities and Social Sciences. May 27-29, 2023. Toronto, Canada.

14. Carroll, S. M. (2023). Anti-oppressive global citizenship education in ELT: A 3-pillar approach. JALT PanSIG Conference. May 12-14, 2023. Kyoto, Japan.

15. Kyaw Oo, M., Amundrud, T.,Yokota, G., Carroll, S. M., Glasgow, G. P., & Clark, G. (2023). DEI: Understanding and dealing with microaggressions in professional spaces. JALT PanSIG 2023 Conference. May 12-14, 2023. Kyoto, Japan.

16. Masson, M., Grant, R., Keunne, E., & Carroll, S. M. (2023). Anticolonial feminist critical discourse analysis: Race, gender, culture and capitalism in the second language curriculum. American Education Research Association Conference: Division K - Teaching and Teacher Education/Division K - Section 04: Transformative Justice in Teacher Education. April 13-16, 2023. Chicago, Illinois. 

17. Carroll, S. M. (accepted & withdrew). From individual action to systemic change: Understanding systemic oppression in language teacher education. American Association for Applied Linguistics. March 18-21, 2023. Portland, Oregon.

18. Carroll, S. M. (2022). More than individual discrimination: Why understanding systemic oppression is necessary for teaching/learning about social issues. Asia Pacific Conference. December 3-4, 2022. Beppu, Oita, Japan.

19. Carroll, S. M., & Masson, M. (2022). Anti-oppressive pedagogy in ELT. JALT 2022 Conference. November 11-14, 2022. Fukuoka, Japan.

20. Carroll, S. M. (2022). Imagining an anti-oppressive GCE EFL teaching theory & practice. JALT 2022 PanSIG Conference. July 8-10, 2022. Nagano, Japan.

21. Carroll, S. M. (2022). “Language lives in our bodies not just our heads”: Embodied reading and fluid, anti-colonial becomings. In symposium, Cosmopolitical approaches to intersectional readings of literature. American Education Research Association Conference: Writing & Literacies SIG. April 22-25, 2022. San Diego, California.

22. Carroll, S. M. (2021). From soft Global Citizenship Education to the awareness of systemic oppression. Asia Pacific Conference: Diversity and Inclusion. December 4-5, 2021.

23. Teeter, J. L. & Carroll, S. M. (2021). Making the way forward together: Creating change in Japanese universities. Living on the Edge Conference. April 24-25, 2021. Online.

24. Carroll, S. M. & Teeter, J. L. (2020). Accessibility & equity should be everyone's duty. The Japan Association for Language Teaching Conference. November 16-23, 2020. Online.

25. Teeter, J. L., & Carroll, S. M. (2020). Linguistic equity and accessibility in Japanese universities: An intersectional approach. Multidisciplinary Approaches in Language Planning and Policy Conference. August 20-22, 2020. Montreal, Canada. (Conference Cancelled)

26. Carroll, S. M., Bascuñán, D., Sinke, M., & Restoule, J. P. (2020). How 'fear' reproduces settler structures: Moving beyond discourses of fear and becoming imperfect accomplices. American Education Research Association Conference: Division B: Curriculum Studies. April 17-21, 2020. San Francisco, California. (Conference Cancelled) https://tinyurl.com/vjgup4p

27. Bascuñán, D., Carroll, S. M., Sinke, M., & Restoule, J. P. (2020). Producing marked absences and dominant presences: How settler teachers make Indigenous worldviews into 'knowable subjects.' American Education Research Association Conference: Division B: Curriculum Studies. April 17-21, 2020. San Francisco, California. (Conference Cancelled) https://tinyurl.com/wu2xdzn

28. Sinke, M., Bascuñán, D., Carroll, S. M., & Restoule, J. P. (2020). "Just my presence in that classroom is the problem": Indigenous infusion and teachers' relational identities. American Education Research Association Conference: Division B: Curriculum Studies. April 17-21, 2020. San Francisco, California. (Conference Cancelled) https://tinyurl.com/u8k6aok

29. Teeter, J. L., Carroll, S. M., Russell, L. (2019). How is Kyoto Seika University doing? Uncovering marginalization and next steps: A four-part project on equity, diversity, and inclusion. SEITAR異文化コミュニケーション学会 . November 9-10, 2019. Tokyo, Japan.

30. Carroll, S. M. (2019). Reading as an engaged and embodied experience. The Japan Association for Language Teaching Conference. November 1-4, 2019. Nagoya, Japan.

31. Carroll, S. M., Bascuñán, D., Sinke, M., & Restoule, J. P. (2019). 'Fear' as a settler structure: Recognizing and moving beyond individual and social structures of 'fear' in teaching. Canadian Society for Studies in Education Conference. June 2-5, 2019. Vancouver, Canada.

32. Bascuñán, D., Sinke, M., Carroll, S. M., & Restoule, J. P. (2019). Knowable Subjects: How settler teachers reproduce the objectification of Indigenous Others in their teaching. Canadian Society for Studies in Education Conference: June 2-5, 2019. Vancouver, Canada.

33. Sinke, M., Carroll, S. M., Bascuñán, D., & Restoule, J. P. (2019). Spatiality and subjectivity of teachers incorporating Indigenous knowledges in their work. Canadian Society for Studies in Education Conference. June 2-5, 2019. Vancouver, Canada.

34. Carroll, S. M. (Accepted). Reading as a tool for self-reflection and a new consciousness. Canadian Society for Studies in Education Conference: Language and Literacy Researchers of Canada Association. June 2-5, 2019. Vancouver, Canada.

35. Sinke, M., Bascuñán, D., Carroll, S. M., & Restoule, J. P. (2019). Implications of teacher identity for inclusion of Indigenous perspectives in K-12 teaching and curriculum. American Education Research Association Conference: Division K: S03: Teachers' and Teacher Educator Lives. April 5-9, 2019. Toronto, Canada.

36. Carroll, S. M., Restoule, J. P., Sinke, M., & Bascuñán, D. (2019). Moving from 'fear' to action: How settler educators can make anxieties more productive. American Education Research Association Conference: SIG - Critical Educators for Social Justice. April 5-9, 2019. Toronto, Canada.

37. Carroll, S. M. (Accepted). Reading Counternarrative Fiction as an Embodied Experience. American Education Research Association Conference: SIG - Research in Reading and Literacy. April 5-9, 2019. Toronto, Canada.

38. Carroll, S. M. (2018). Dear white teachers, please do better: An anticolonial feminist pedagogy for educators. The Asian Conference on Cultural Studies. June 1-3, 2018. Kobe, Japan.

39. Bascuñán, D., Carroll, S. M., Restoule, J. P., & Sinke, M. (2018). Thinking through settler hesitancies and trespasses: Necessities and possibilities for teaching treaty relationships. American Educational Research Association Conference: Division K-Teaching and Teacher Education: Section 04: Multicultural, Inclusive, and Social Justice Frameworks for Teaching and Teacher Education. April 13-17, 2018. New York City, New York.

40. Carroll, S. M. (2018). A discourse analysis and how queer, white educators can bring anticolonial feminism to their practice. American Educational Research Association Conference: SIG - Queer Studies. April 13-17, 2018. New York City, New York.

41. Carroll, S. M. (2017). White settler colonial gender and sexuality: An anticolonial feminist perspective. Touchy Subject: Sexuality Education in Ontario Schools Conference. November 17-18, 2017. Toronto, Ontario.

42. Carroll, S. M. (2017). Finding what we're looking for: Utilizing anticolonial feminism to analyze curricula. 38th Annual Complicated Conversation of Curriculum Theory: JCT Conference on Curriculum Theory and Classroom Practice. October 12-14, 2017. Dayton, Ohio.

43. Carroll, S. M. (2017). GSAs as a space for the re-production of white settler colonial discourse. Canadian Society for Studies in Education Conference: Queer Studies in Education and Culture at Congress. May 27-31, 2017. Toronto, Ontario.

44. Carroll, S. M. (2017). Uncovering oppressive discourse in English curricula utilizing an anticolonial, feminist literacy framework. American Educational Research Association Conference: Division B-Curriculum Studies: Section 6: Decolonization and the Next Hundred Years. April 27-May 1, 2017. San Antonio, Texas.

45. Carroll, S. M. (2017). White settler colonial curriculum: A discourse analysis and next steps. Provoking Curriculum Conference. February 17-19, 2017. Montreal, Québec.

46. Carroll, S. (2016). Teaching English using an assemblage theoretical framework: Incorporating marginalizing voices into our classrooms in authentic ways. 8th Annual NEAR Language Education Conference. June 11, 2016. Niigata, Japan.

47. Carroll, S. (2015). Olympics education and gender: From the context of Japanese and Canadian education. Japan Society for Sport and Gender Studies Conference. July 4, 2015. Tokyo, Japan.

48. Carroll, S. (2015). Decolonizing queer theory: Bridging settler colonial studies and queer theory within an educational context. Women's and Gender Studies et Recherches Féministes Conference at Congress. May 31, 2015. Ottawa, Ontario.

49. Carroll, S. (2015). The exclusion of the 'queer' student in the Ontario English secondary classroom and curriculum. Global Discourses in Women's and Gender Studies: An Interdisciplinary Conference. March 27, 2015. Murfreesboro, Tennessee.

50. Carroll, S. (2015). The queer body as a space and in the space of the Ontario English secondary classroom. Susan B. Anthony Institute's 22nd Annual Gender and Women's Studies Interdisciplinary Graduate Conference: Between Identities and Environments. March 20, 2015. Rochester, New York.

51. Carroll, S. (2014). A bi? Decolonial manifesto: Reclaiming bisexuality, or not... 14th Annual Dean's Graduate Student Research Conference. February 27, 2014. Toronto, Ontario.

52. Carroll, S. (2015). Let’s talk about accessibility [workshop]. In, 15th Annual Dean’s Graduate Student Research Conference. March 7, 2015. Toronto, Ontario.