Black Teachers of English(es) in Japan Transnational, Professional and Pedagogical Encounters
Produktdetaljer
Biografisk notat
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).
Black Teachers of English(es) in Japan Transnational, Professional and Pedagogical Encounters
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.
Ryuko Kubota, University of British Columbia, Canada
This groundbreaking book explores an often-overlooked group of language teachers in a transnational world. It critically engages with the mobility of Black teachers alongside their unique stories, pains, gains, and complexities within the broader discourses of TESOL teacher mobility. It is a must-read for policymakers, researchers, language teacher educators, and anyone interested in the intricate relationship between language and mobility.
Othman Z. Barnawi, Royal Commission for Yanbu Colleges and Institutes, Saudi Arabia
A meticulously researched portrait of the lived experiences of Black Teachers of Englishes in Japan that eschews simplistic understandings of race/racism, culture, language, and pedagogy. Through their own voices, Glasgow brilliantly engages the productive tensions of teachers’ navigating structure and agency to maximize their experiences teaching abroad. A 'must read' for anyone considering teaching in Japan.
Shondel Nero, New York University, USA
<p><em>Black Teachers of English(es) in Japan</em> is an impressive, captivating, well-documented, sensibly developed, and conceptually robust example of raciolinguistics research which should stand the test of time.</p>
Jérémie Bouchard, Hokkai Gakuen University, Japan, Asian Englishes, 2025
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.
This book examines the trajectories of a transnational group of teachers of African descent who live and teach English in Japan. The author argues that while multiculturalism and diversity within ELT in Japan may seem to be gradually improving, raciolinguistic native-speakerism still affects the livelihood of racialized teachers.
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
In-depth study focusing on the experiences and challenges faced by Black Teachers of English (BTEs) in an international TESOL setting
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.
Ryuko Kubota, University of British Columbia, Canada
This groundbreaking book explores an often-overlooked group of language teachers in a transnational world. It critically engages with the mobility of Black teachers alongside their unique stories, pains, gains, and complexities within the broader discourses of TESOL teacher mobility. It is a must-read for policymakers, researchers, language teacher educators, and anyone interested in the intricate relationship between language and mobility.
Othman Z. Barnawi, Royal Commission for Yanbu Colleges and Institutes, Saudi Arabia
A meticulously researched portrait of the lived experiences of Black Teachers of Englishes in Japan that eschews simplistic understandings of race/racism, culture, language, and pedagogy. Through their own voices, Glasgow brilliantly engages the productive tensions of teachers’ navigating structure and agency to maximize their experiences teaching abroad. A 'must read' for anyone considering teaching in Japan.
Shondel Nero, New York University, USA
<p><em>Black Teachers of English(es) in Japan</em> is an impressive, captivating, well-documented, sensibly developed, and conceptually robust example of raciolinguistics research which should stand the test of time.</p>
Jérémie Bouchard, Hokkai Gakuen University, Japan, Asian Englishes, 2025
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.
This book examines the trajectories of a transnational group of teachers of African descent who live and teach English in Japan. The author argues that while multiculturalism and diversity within ELT in Japan may seem to be gradually improving, raciolinguistic native-speakerism still affects the livelihood of racialized teachers.
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
In-depth study focusing on the experiences and challenges faced by Black Teachers of English (BTEs) in an international TESOL setting
Produktdetaljer
Biografisk notat
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).