Table of Contents

Introduction: Conceptualizing 'the Known' and the Relational Dynamics of Power and Resistance; Damian J. Rivers PART I: COUNTERING MICRO-PROCESSES IN LOCAL CONTEXTS 1. Language-Learner Tourists in Australia: Problematizing 'the Known' and its Impact on Interculturality; Phiona Stanley 2. A Greek Tragedy: Understanding and Challenging 'the Known' From a Complexity Perspective; Achilleas Kostoulas 3. Symbolic Violence and Pedagogical Abuse in the Language Classroom; Jacqueline Widin 4. The Authorities of Autonomy and English Only: Serving Whose Interests?; Damian J. Rivers PART II: COUNTERING MACRO-PROCESSES IN NATIONAL CONTEXTS 5. On the Challenge of Teaching English in Latin America with Special Emphasis on Brazil; Kanavillil Rajagopalan 6. Dialogizing 'the Known': Experience of English Teaching in Japan Through an Assay of Derivatives as a Dominant Motif; Glenn Toh 7. The Impossibility of Defining and Measuring Intercultural Competencies; Karin Zotzmann 8. Transcending Language Subject Boundaries Through Language Teacher Education; Suzanne Burley and Cathy Pomphrey 9. English-as-Panacea: Untangling Ideology from Experience in Compulsory English Education in Japan; Julian Pigott Epilogue ?

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About the Author

Phiona Stanley, University of New South Wales in Sydney, Australia Achilleas Kostoulas, Independent Scholar, Greece Jacqueline Widin, University of Technology Sydney, Australia Damian J. Rivers, Future University Hakodate, Japan Kanavillil Rajagopalan, State University at Campinas (UNICAMP), Brazil Glenn Toh, EAP Teacher, Japan Karin Zotzmann, University of Southampton, UK Suzanne Burley, London Metropolitan University, UK Cathy Pomphrey, Education Consultant, UK Julian Pigott, Ritsumeikan University in Kyoto, Japan