Foreword, John C. Maher (International Christian University, Japan)
Introduction, Madoka Hammine (Meio University, Japan) and Nathanael Rudolph (Kindai University, Japan)
1. Forging “Uneasy Alliances” through Multi-Scalar Networks of being “Japanese”: Minority, Colonizer, and Outsider Positionalities of a Researcher-Educator, Neriko Doerr (Ramapo College, Japan)
2. Why Do I Have Mixed and Confusing Feelings about Japaneseness?: Reflecting on 20 Years of Teaching as a JFL Teacher, Saeri Yamamoto (Yamaguchi University, Japan)
3. ??????????????:??????????????????? (How Japanese am I? - Reflecting on Borders and Borderlines of “Japanese” in Myself), Kimiko Suzuki (Haverford College, USA)
4. Language, Identity, and Empowerment: A Zainichi Korean’s Perspective, Jisuk Park (University of Toronto, Canada)
5. ???????????????????????? (Inter-School Community Mobility and Ethnic Identity Formation), Aena Noh (Kindai University, Japan)
6. The Linguistic Shift in a Language Island: Changes in the Community through a Research and Language Revitalization Project, Joy Taniguchi (Shizuoka Institute of Science and Technology, Japan)
7. Love and Hope in the Face of Darkness: Teaching and Training in Children’s Homes in Japan, Kanako Ishida and Nathanael Rudolph (Kindai University, Japan)
8. Yaeyamanness, Okinawanness and Japaneseness in Japan - A Duoethnographic Inquiry from Yaeyaman Language Revitalization, Madoka Hammine (Meio University, Japan) and Masami Hanashiro (School Teacher Emeritus)
9. Indigeneity and Identity: Who is/are Indigenous Amami?, Satoru Nakagawa (University of Manitoba, Canada)
10. Ainu Language Reclamation through Te Ataarangi Method: Nurturing New Ainu Speakers, Silja Ijas (Hokkaido University, Japan) and Kenji Sekine (Biratori Town Board of Education, Department of Lifelong Learning)
11. Revealing and Retelling Japan and Japaneseness through the Way English Is Taught: Scrutinizing Accounts of Encounters of an Identifying Nature, Glenn Toh (Nanyang Technological University, Singapore)
12. An Autoethnography of Ungovernable Self: Encountering Language-Capturing Apparatus in the English Education Industry in Japan , Xinqi He (Rikkyo University, Japan)
Conclusion, Madoka Hammine (Meio University, Japan) and Nathanael Rudolph (Kindai University, Japan)
References
Index

ADVISORY BOARD
Darío Banegas (University of Edinburgh, UK)
Osman Barnawi (Royal Commission Colleges & Institutes, Saudi Arabia)
Yasemin Bayyurt (Bogaziçi University, Turkey)
Ester de Jong (University of Florida, USA)
Andy Xuesong Gao (University of New South Wales, Australia)
Icy Lee (Chinese University of Hong Kong, Hong Kong)
Gloria Park (Indiana University of Pennsylvania, USA)
Ingrid Piller (Macquarie University, New South Wales, Australia)
Richard Smith (University of Warwick, UK)
Zia Tajeddin (Tarbiat Modares University, Iran)

The series is dedicated to advancing critical language teacher education research that can transform the dominant practices of language teaching in educational contexts around the world. Language education has become more important than ever, to facilitate the crossing of physical and ideological borders of nation-states, and to meet the needs of increasingly ethnically and linguistically diverse student populations. This series helps inform the preparation of resilient and agentive language teachers with critical social justice orientations. It presents state-of-the-art research to support the formation of teachers who identify as democratic, social agents of formal schooling, and devoted to improving learning experiences of marginalized students. The titles in this series appeal to language teachers, teacher educators, and researchers and can be used as educational materials in graduate and undergraduate studies.