1. An introduction to the volume: Exploring transnationalism from intersectional feminist and queer perspectives, Rashi Jain (Montgomery College, USA), Julian Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies Centre, USA)
Part One: Individual inquiries into transnationalism
2. From EFL to ESL: Self-Study of a “Native” English Speaking Teacher’s Translingual-Transnational Identity-as-Pedagogy, Jared Michael Kubokawa (Michigan State University, USA)
3. Cultivating safe third spaces for silenced Global South voices in pracademia: An autoethnographic reflection on the paradoxes and possibilities, Imdad Ullah Khan (University of Swat, Pakistan)
4. Humanizing pedagogy in the EFL context: Perspectives from seasoned EFL teacher educators, John Chi (University of Maryland, USA)
5. Understanding Transnational Teaching Experiences: A Case Study of Two African Foreign Language Teachers, Edwin Dartey (Pennsylvania State University, USA)
6. Desde nepantla, hacia la solidaridad: Reflections on critical pedagogies and methodologies towards intersectional solidarities across borders, Rita Kamani-Renedo (Stanford University, USA)
Part Two: Collaborative inquiries into transnationalism
7. A duoethnographic ‘udhed-bun’: Applying the lens of yarning to decolonize pracademic identities and desilence intersectional transnational voices, Julian Chen (Curtin University, Australia) and Rashi Jain (Montgomery College, USA)
8. “My body is a political stance”: Critical Love as a Trans-formation in Brazilian ELT context, Bruno Andrade (Federal University of Rio de Janeiro, Brazil) and Ethan Trinh (Atlanta Global Studies Centre, USA)
9. Acts of Advocacy: Raising Awareness and Gender Identity Inclusivity in University ESL Classrooms through Feminist Pedagogy, Anastasia J. Khawaja (University of South Florida, USA) and Sophia Escalante (University of South Florida, USA)
10. Collaborative Approaches to Transnational Language Education Policies and Practices in Three Indigenous Contexts Across the Global North and Global South, Claudia Gutiérrez (University of Washington, USA), Shayla R. Chatto (University of Washington, USA) and Camille Ungco (University of Washington, USA)
11. A conclusion to the volume: Implications for transnational language teaching and teacher education, Rashi Jain (Montgomery College, USA), Julian Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies Centre, USA)

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.