Full Description
This book examines the pedagogical and professional experiences of a transnational group of teachers from the African continent and diaspora who made the decision to live and teach English in Japan. Through a layered analytical framework, it explores how these teachers struggle to negotiate their raciolinguistic identities in contexts that may prove to be professionally supportive in some cases but marginalizing in others. The author contends that although multiculturalism and diversity within ELT in Japan may currently seem to be more prevalent, the agency that Black teachers exercise in promoting their own cultures and language varieties may be constrained depending on the characteristics of the institutions in which they teach. The issues raised in this volume will be relevant to educators, administrators, curriculum and materials developers, and researchers committed to promoting equity, racial harmony and intercultural understanding in language education.
Contents
Tables and Figures
Acknowledgements
Acronyms and Useful Terms
Introduction
Part 1: Theoretical Framework and Contextual Background
Chapter 1. Situating the Research: Criticality and Race in TESOL
Chapter 2. Intersecting Paths: A History of Africana-East Asian Cultural Exchanges
Chapter 3. From ELT to Global Englishes Language Teaching: Contextual Challenges in Japan
Part 2: Research Findings and Implications
Chapter 4. Why Japan? Digital Discourses, Psychobiographies and Justifications
Chapter 5. Navigating Race and Identity in Educational Settings: Encounters and Insights
Chapter 6. Incorporating African/Diaspora Cultures into English Language Education
Chapter 7. Black Teachers of English(es) in Japan: Adaptive Selves in the Social World
Chapter 8. Imagining the Future: Afrofuturism and Inclusive English Education Policies
References
