Hamza R’boul is a Research Assistant Professor in the Department of International Education at the Education University of Hong Kong, Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavors in education, cultural politics of language teaching, and postcoloniality. His books with Routledge also include Intercultural Communication Education and Research: Reenvisioning Fundamental Notions ( Routledge, 2023, with Dervin) and Postcolonial Challenges to Theory and Practice in ELT and TESOL: Geopolitics of Knowledge and Epistemologies of the South ( Routledge, 2023).

• 1. Introduction Hamza R’boul Part 1. Identity and Linguistic Citizenship 2. Embracing the “Pluriversal” through Linguistic Citizenship: Algerian EFL Teachers’ Didactic Engagement with the Instructional Materials and its Implications for Teaching for Global Citizenship 3. Pre-Service English Teachers’ Imagined Communities in Türkiye: Exploring Intersections of Intercultural Communication and National Identity Part 2. (Cross)(Inter)cultural Competence 4. Cross-cultural communicative competence and critical thinking skills in Oman: From perceptions to conceptualization for curriculum development 5. Unlocking the Power of Intercultural Awareness and Competence: Experiential Activities for Tertiary Level Students in the Gulf Part 3. Interculturality in Language Education 6. A Critical Pedagogy Perspective on Interculturality in Morocco: TESOL Textbooks 7. The Intercultural Dimension in the Tunisian Educational Discourse: The Tunisian Education Act and English Language Programs as a case study 8. Intercultural Language Learning and Teaching in the Turkish Context 9. Intercultural Awareness in the Academic English Classroom at a Saudi University: An Investigation into Teachers’ Perspectives and Practices Part 4. Epistemology and Navigating Interculturality 10. Intercultural Communication between Arab Instructors and their "Cultural Other" Students: An Epistemological-Ontological Cultural Discourse 11. Situated Orientations to Interculturality in Video-Mediated Virtual Exchange Interactions

Hamza R’boul is a Research Assistant Professor in the Department of International Education at the Education University of Hong Kong, Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavors in education, cultural politics of language teaching, and postcoloniality. His books with Routledge also include Intercultural Communication Education and Research: Reenvisioning Fundamental Notions ( Routledge, 2023, with Dervin) and Postcolonial Challenges to Theory and Practice in ELT and TESOL: Geopolitics of Knowledge and Epistemologies of the South ( Routledge, 2023).

• 1. Introduction Hamza R’boul Part 1. Identity and Linguistic Citizenship 2. Embracing the “Pluriversal” through Linguistic Citizenship: Algerian EFL Teachers’ Didactic Engagement with the Instructional Materials and its Implications for Teaching for Global Citizenship 3. Pre-Service English Teachers’ Imagined Communities in Türkiye: Exploring Intersections of Intercultural Communication and National Identity Part 2. (Cross)(Inter)cultural Competence 4. Cross-cultural communicative competence and critical thinking skills in Oman: From perceptions to conceptualization for curriculum development 5. Unlocking the Power of Intercultural Awareness and Competence: Experiential Activities for Tertiary Level Students in the Gulf Part 3. Interculturality in Language Education 6. A Critical Pedagogy Perspective on Interculturality in Morocco: TESOL Textbooks 7. The Intercultural Dimension in the Tunisian Educational Discourse: The Tunisian Education Act and English Language Programs as a case study 8. Intercultural Language Learning and Teaching in the Turkish Context 9. Intercultural Awareness in the Academic English Classroom at a Saudi University: An Investigation into Teachers’ Perspectives and Practices Part 4. Epistemology and Navigating Interculturality 10. Intercultural Communication between Arab Instructors and their "Cultural Other" Students: An Epistemological-Ontological Cultural Discourse 11. Situated Orientations to Interculturality in Video-Mediated Virtual Exchange Interactions

Hamza R’boul is a Research Assistant Professor in the Department of International Education at the Education University of Hong Kong, Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavors in education, cultural politics of language teaching, and postcoloniality. His books with Routledge also include Intercultural Communication Education and Research: Reenvisioning Fundamental Notions ( Routledge, 2023, with Dervin) and Postcolonial Challenges to Theory and Practice in ELT and TESOL: Geopolitics of Knowledge and Epistemologies of the South ( Routledge, 2023).

• 1. Introduction Hamza R’boul Part 1. Identity and Linguistic Citizenship 2. Embracing the “Pluriversal” through Linguistic Citizenship: Algerian EFL Teachers’ Didactic Engagement with the Instructional Materials and its Implications for Teaching for Global Citizenship 3. Pre-Service English Teachers’ Imagined Communities in Türkiye: Exploring Intersections of Intercultural Communication and National Identity Part 2. (Cross)(Inter)cultural Competence 4. Cross-cultural communicative competence and critical thinking skills in Oman: From perceptions to conceptualization for curriculum development 5. Unlocking the Power of Intercultural Awareness and Competence: Experiential Activities for Tertiary Level Students in the Gulf Part 3. Interculturality in Language Education 6. A Critical Pedagogy Perspective on Interculturality in Morocco: TESOL Textbooks 7. The Intercultural Dimension in the Tunisian Educational Discourse: The Tunisian Education Act and English Language Programs as a case study 8. Intercultural Language Learning and Teaching in the Turkish Context 9. Intercultural Awareness in the Academic English Classroom at a Saudi University: An Investigation into Teachers’ Perspectives and Practices Part 4. Epistemology and Navigating Interculturality 10. Intercultural Communication between Arab Instructors and their "Cultural Other" Students: An Epistemological-Ontological Cultural Discourse 11. Situated Orientations to Interculturality in Video-Mediated Virtual Exchange Interactions