Through interrogating the power dynamics and epistemic biases underpinning TESOL teacher education worldwide, the authors in this volume go beyond just highlighting the need for onto-epistemological diversity. Instead, they argue that TESOL teacher education must center inequities and injustices situated in peoples lived experiences to cultivate antiracism and social justice. As such, this book offers a rare and critical lens that demands transformative change in the field. A must-read for educators, researchers, and policymakers committed to equity and social justice in language education. * Angel M. Y. Lin, The Education University of Hong Kong * Tavaress newest book is a bold, hopeful, and timely effort to expand our limited understanding of the internationalization of teacher education in TESOL. Featuring contributions from scholars of diverse backgrounds, the chapters move fluidly between various levels of granularity and contexts. This volume serves as a much-needed clarion call for an ethically informed, contextually relevant, and socially just approach to the internationalization of both language education and language teacher education. * Ali Fuad Selvi, The University of Alabama, USA * This is a powerful and critical volume on internationalisation. Through the lens of TESOL teacher education, it exposes the multilayered and contested practices, processes and discourses of the phenomenon. The chapters collectively demonstrate how internationalisation agendas and initiatives perpetuate different forms of inequality, but also lead us to finding ways to address these through possibilities of equity, social justice and decoloniality. A must-read! * Ruanni Tupas, Institute of Education, University College London, UK *
