Foreword: Conceptualizing and Approaching Identity and Inequity: An Account of a Shifting Paradigm Ali Fuad Selvi.- Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries Bedrettin Yazan & Nathanael Rudolph.- PART I Problematizing and Reifying Binaries: Conceptual Transitions.- 1 Glocalization, English as a Lingua Franca, and ELT: Reconceptualizing Identity and Models for ELT in China Fan (Gabriel) Fang.- Power and Ownership within the NS/NNS Dichotomy I-Chen Huang.- Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions? Yumi Matsumoto.- The (Re)Construction of Self through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization Alvaro Hernán Quintero and Carmen Helena Guerrero.- English, Identity and the Privileging and Marginalizing of Transculturality Tamara Chung-Constant and Haiying Cao.- PART II Towards Destabilizing Binaries: Problematizing Essentialization and Idealization.- “What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession Christine Manara.- Accepting and Circumventing Native Speaker Essentialism Robert Weekly.- "I Speak How I Speak:” A Discussion of Accent and Identity within Teachers of ELT Alex Baratta.- Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL Damian Rivers.- “Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals Amber Warren and Jaehan Park.- Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles against Reductionism, Essentialism and Exclusion in ELT Masaki Oda and Glenn Toh.-          Exploring Privilege and Marginalization in ELT: A Trioethnography of Three Diverse Educators Antoinette Gagné, Sreemali Herath, and Marlon Valencia.- Doing and Undoing (Non)nativeness: Glocal Perspectives from a Graduate ClassroomGeeta Aneja.- Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroom Nathanael Rudolph

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. 

“This volume is a great contribution in situating criticality at the intersection of postmodern and poststructural theory to language teacher identity research. … This book explores new grounds in teacher identity research and will be instrumental for researchers who are looking to move beyond the confinements of essentialization and idealization.” (Behzad Mansouri, Applied Linguistics, December 24, 2018)

Offers conceptual and inquiry-based foundations that allow researchers, teacher educators, and teachers to address inequity in the field of English Language Teaching Serves as a discursive catalyst to encourage others to add their voices to the dialogue surrounding identity, privilege and marginalization in language education Equips the reader with tools to better address the conceptualization of privilege and marginalization in the teaching profession