ASEAN Temel Eğitim İngilizce Dersinde Kapsayıcılık, Eşitlik ve Çeşitlilik (DEI) İlerlemesi ve Devam Eden Zorluklar

Özet (abstract)

Abstract This study employs a multiple case study design to examine diversity, equity, and inclusion (DEI) in English as a subject in basic education (ESBE) in the Association of Southeast Asian Nations (ASEAN). The study shows that DEI in ESBE in ASEAN has shown some progress, and yet challenges abound. ASEAN nations struggle for balanced basic education curricula, with all ASEAN nations committing to teaching national languages and English while leaving a limited portion of the curriculum to indigenous languages, further placing diversity in jeopardy when it comes to the teaching of indigenous languages and empowerment of indigenous populations. Findings from this study also demonstrate that while some progress has been made when it comes to the inclusion of disabled students, a great majority of ASEAN member states remains apathetic about the rights of individuals who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual/aromantic (LGBTQIA+). In some contexts, the English classroom may serve as an effective site for opening up dialogue that challenges harmful labelling processes against inclusive practices, but how transformative pedagogical approaches may be employed to ensure inclusion for the LGBTQIA+ community in the ASEAN context remains elusive.

Yazarların özeti; kaynağından alınmıştır. AILA Review, 2026 · DOI ↗