Gregory Paul Glasgow is an Associate Professor in the Department of English at Kanda University of International Studies, Japan. He is the editor of Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning (2023, Candlin & Mynard e-Publishing).

This pioneering book elucidates the plurality of Black teachers’ use of English and their identity. Through a lens of his transnational and raciolinguistic experiences, Glasgow uniquely offers sociohistorical accounts of Black people in Japan and cogently presents Black teachers’ diverse voices. The book invites us to form solidarity for justice.

• Tables and FiguresAcknowledgementsAcronyms and Useful TermsIntroductionPart 1: Theoretical Framework and Contextual BackgroundChapter 1. Situating the Research: Criticality and Race in TESOLChapter 2. Intersecting Paths: A History of Africana–East Asian Cultural ExchangesChapter 3. From ELT to Global Englishes Language Teaching: Contextual Challenges in JapanPart 2: Research Findings and Implications                     Chapter 4. Why Japan? Digital Discourses, Psychobiographies and JustificationsChapter 5. Navigating Race and Identity in Educational Settings: Encounters and InsightsChapter 6. Incorporating African/Diaspora Cultures into English Language EducationChapter 7. Black Teachers of English(es) in Japan: Adaptive Selves in the Social WorldChapter 8. Imagining the Future: Afrofuturism and Inclusive English Education PoliciesReferences

Gregory Paul Glasgow is an Associate Professor in the Department of English at Kanda University of International Studies, Japan. He is the editor of Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning (2023, Candlin & Mynard e-Publishing).

This pioneering book elucidates the plurality of Black teachers’ use of English and their identity. Through a lens of his transnational and raciolinguistic experiences, Glasgow uniquely offers sociohistorical accounts of Black people in Japan and cogently presents Black teachers’ diverse voices. The book invites us to form solidarity for justice.

• Tables and FiguresAcknowledgementsAcronyms and Useful TermsIntroductionPart 1: Theoretical Framework and Contextual BackgroundChapter 1. Situating the Research: Criticality and Race in TESOLChapter 2. Intersecting Paths: A History of Africana–East Asian Cultural ExchangesChapter 3. From ELT to Global Englishes Language Teaching: Contextual Challenges in JapanPart 2: Research Findings and Implications                     Chapter 4. Why Japan? Digital Discourses, Psychobiographies and JustificationsChapter 5. Navigating Race and Identity in Educational Settings: Encounters and InsightsChapter 6. Incorporating African/Diaspora Cultures into English Language EducationChapter 7. Black Teachers of English(es) in Japan: Adaptive Selves in the Social WorldChapter 8. Imagining the Future: Afrofuturism and Inclusive English Education PoliciesReferences

Gregory Paul Glasgow is an Associate Professor in the Department of English at Kanda University of International Studies, Japan. He is the editor of Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning (2023, Candlin & Mynard e-Publishing).

This pioneering book elucidates the plurality of Black teachers’ use of English and their identity. Through a lens of his transnational and raciolinguistic experiences, Glasgow uniquely offers sociohistorical accounts of Black people in Japan and cogently presents Black teachers’ diverse voices. The book invites us to form solidarity for justice.

• Tables and FiguresAcknowledgementsAcronyms and Useful TermsIntroductionPart 1: Theoretical Framework and Contextual BackgroundChapter 1. Situating the Research: Criticality and Race in TESOLChapter 2. Intersecting Paths: A History of Africana–East Asian Cultural ExchangesChapter 3. From ELT to Global Englishes Language Teaching: Contextual Challenges in JapanPart 2: Research Findings and Implications                     Chapter 4. Why Japan? Digital Discourses, Psychobiographies and JustificationsChapter 5. Navigating Race and Identity in Educational Settings: Encounters and InsightsChapter 6. Incorporating African/Diaspora Cultures into English Language EducationChapter 7. Black Teachers of English(es) in Japan: Adaptive Selves in the Social WorldChapter 8. Imagining the Future: Afrofuturism and Inclusive English Education PoliciesReferences