This chapter focuses on the barriers that LGBTIQ people continue to experience across a range of sectors, including the workplace, schools, healthcare and social care provision, and counselling and psychological services. Whilst some positive changes have occurred, this chapter highlights the ongoing (and renewed) resistance to the inclusion of LGBTIQ people. An overview of research on resistance to the inclusion of LGBTIQ people within foster care services and sports and resistance to the inclusion of certain LGBTIQ people (e.g., LGBTIQ refugees, disabled LGBTIQ people) within services is also provided. The chapter highlights the importance of both equity and liberatory practices in the removal of barriers to inclusion.

Chapter 8 is a new chapter for our textbook dedicated to the topics of diversity and inclusion. We discuss the power that can be derived from diverse group members and their experiences, but their diversity alone does not provide it. The importance of inclusion as a catalyst for leveraging the benefits of member diversity for higher productivity outcomes is discussed. We describe some of the challenges that diversity in groups can pose and factors that can exacerbate these challenges. We offer suggestions on methods groups can employ to help them overcome these challenges.

In this chapter, we discuss the relationship of individual personal thriving to fairness and worthiness by exploring the concept of epistemic injustice. Epistemic injustice refers to the rejection of people’s capacity as knowers, such that these individuals are treated as being less knowledgeable and less believable than other people, frequently on the basis of their social identities. In the first half of the chapter, we will explain how epistemic injustices take place and how they interrupt human thriving. In the second half of the chapter, we will profile the ways that psychologists and others can work to prevent epistemic injustice.

This chapter seeks keywords and concepts that will enable us to grasp the contradictory and conflictive globality of the current moment and sharpen our analysis of equally contradictory and conflictive global pasts. In a plea to move beyond equating the global with openness, connection, and integration, I address the role of closure, boundaries, and limits in global history in a wider sense. For this purpose, I explore in an experimental and deliberately open-ended fashion how thinking about global spherescan be utilised fruitfully for the current practice of history writing. The first part explores the radically inclusive yet claustrophobic vision of the globe as a closed sphere from which there is no escape. Building on earlier closed-world and one-world discourses, this thinking gained prominence after the Second World War in the face of the threat of nuclear destruction and environmental degradation. I then move to think about the globe as composed of many bounded spheres – geopolitical but also social. Here, I take central examples from the realm of communication and language and discusses the public sphere as an exclusionary rather than inclusionary figure of thought.

Chapter 1 lays out the book’s argument about the rise and sources of welfare nationalism. It explains the significance of the study in focusing on migration issues that are major sources of contemporary political and humanitarian crises and shows ‘how we got here’ – how these crises have built since the 1990s in Europe and Russia. The chapter explains the book’s key concepts: welfare nationalism, exclusion and inclusion, and populism, and sets the study within the literature on international migration and welfare. It focuses on the key role of ethnicity and the importance of political elites and mass media in influencing responses to migration and identifies contrasting cycles: Exclusionary migrations involve a “vicious cycle” of hostile public opinion toward more-or-less ethnically distant migrants that is reinforced and exploited by politicians for enhanced influence, amplified by mass media, and produces policies of exclusion. By contrast, inclusionary migrations involve a “virtuous cycle” of relatively receptive public opinion toward ethnically close migrants, high-level political support, elites’ management of nationals’ grievances, and positive treatment in mass media, producing policies of inclusion. The conclusion provides an overview of the book’s structure and a summary of each chapter.

Democracy is about collective self-rule under conditions that afford everyone political standing and consideration in matters of common concern. But in today’s globalized world, democratic states must respond to a growing number of demands for inclusion from beyond their borders, on issues ranging from migration, to trade, to human rights and the environment. Under these conditions, there is an urgent need for a principled means of determining who is entitled to inclusion, and on what basis. Defenders of the All-Affected Principle claim that inclusions should track the impacts that decisions can have on people’s lives. Defenders of the All-Subjected Principle adopt a similar strategy but use a narrower threshold for inclusion. My argument is that neither principle entirely satisfies. The problem is that both principles are too backwards looking. I offer an alternative formula for democratic inclusion that captures the underlying wrong to which complaints about undemocratic exclusion are seeking to draw our attention. One complaint is about domination: being exposed to the arbitrary and one-sided power of others. Another complaint is about usurpation: having your judgement displaced, without your consent. Using these two complaints as a guide does a much better job explaining when inclusion is justified and the appropriate institutional response.

This chapter investigates (1) whether there is a convincing justification for the All-Affected Principle, (2) whether it is best understood as substantive or procedural principle, and (3) whether it provides a useful way to approach boundary questions. Though the All-Affected Principle is often justified as realizing self-determination in political decision-making, I argue that the AAP does not do so. Instead, the ideal of self-determination, properly understood, supports individual and collective autonomy rights, and institutional arrangements that are at odds with a global democracy of the all-affected.

The All-Affected Principle is of limited help in thinking about immigration. Immigration raises important normative questions about who should have access to citizenship, what is required for the full social and economic inclusion of immigrants, what legal rights immigrants admitted by a state should have, how migrants who enter and settle without permission should be treated, what criteria should be used in selecting and excluding immigrants, what states ought to do in dealing with refugees, and whether controlling immigration is really morally justifiable at all. The All-Affected Principle is directly relevant only to the first question of who should have access to citizenship, and even in that case, it needs to be supplemented. The other questions are not primarily about who should participate in democratic decision-making but about what justice requires and about the moral constraints on democratic discretion. So, using the All-Affected Principle to think about those questions would not help, and starting from that principle in thinking about immigration might lead us to miss the key normative issues.

This chapter considers whether and how the All-Affected Principle (AAP) ought to be extended to large-scale, Western-based INGOs such as Oxfam and Care. These INGOs are frequently criticized for being undemocratic. Would more compliance with the AAP make them more democratic? I consider two possible ways of extending the APP to INGOs. The AAP’s “inclusive face” analogizes INGOs to governments and suggests that they should be more inclusive. It thus offers only a limited basis for critique. The AAP’s “exclusive face” points out that INGOs are unaffected, and tells us that they should therefore be excluded. The AAP’s exclusive face therefore offers a more radical basis for critiquing INGOs than its inclusive face. However, even the AAP’s exclusive face has serious limitations in the context of INGOs. This is because INGOs face the involvement/influence dilemma: they can be involved in addressing social problems or they can avoid undue influence, but it is difficult for them to do both simultaneously. I therefore turn to three organizations that directly and intentionally address this dilemma: SURJ, Thousand Currents, and the Solidaire Network. I show that these organizations reinterpret the AAP in ways that are relevant to, and generative for, other similarly-situated entities, such as INGOs.

In order to set the scene for this volume, I begin the chapter with a narrative of my experience on the day when I got promoted to a professor at a Japanese university by combining my professional experience to the ideologies of native-speakerism and trans-speakerism. I also include the overall background of the study through providing the aims of the research, explicating the significance of the current inquiry, and outlining the core ideas of this book: native-speakerism and trans-speakerism. In other words, this chapter delineates how these two influential ideologies in language education come together in this book and makes a case for why the present inquiry is a fertile endeavor to make. The chapter concludes with a brief description of the structure and content of the volume.

The current chapter delves into the experiences of NNES university professors in Japan, scrutinizing noteworthy events and incidents that they came across while working in their particular settings. The chapter opens, much like Chapters 4 and 5, by offering narratives from four university professor participants. As with the previous narratives, these ones also represent the initial phase of data analysis as well as a portion of the research results. These narratives were then subjected to constructing grounded theory approaches, which led to the discovery of several notable and oft-repeated codes. These were subsequently organized to construct a conceptual framework. This chapter justifies and explains the multifaceted, yet interconnected, principal categories and their incumbent subcategories of university professor participants’ experiences involving native-speakerism and trans-speakerism: they are linguistic, cultural, and professional native-speakerism, in addition to Global Englishes, intercultural competence, and professionalism (including contextual knowledge) in relation to trans-speakerism. Pertinent excerpts and anecdotes from the interview data are used to establish and expound upon the categorizations. Finally, the chapter concludes with the conceptual framework of the university professors’ experiences and several recommendations for practice involving native-speakerism and trans-speakerism.

I commence this chapter by introducing the narratives of four graduate school student participants who partook in this endeavor. The participants’ narratives are a representation of the interview data that were relayed to me. They function as the initial phase of data analysis as well as serve as part of the findings because they are presented largely intact as concise stories which are both the basis for analysis and the vehicles for portraying the interview data pithily. The analysis involved subjecting these narratives to constructing grounded theory methods in which I sorted, synthesized, integrated, and formulated a number of prominent and recurrent codes in order to determine several categories and eventually a conceptual framework (theory). I introduce in this chapter primary categories concerning linguistic, cultural, and academic native-speakerism, in addition to Global Englishes, intercultural competence, and professionalism (including work ethics) related to trans-speakerism. I explore and illustrate these by referring to germane excerpts and anecdotes from the interview data to support and expound on the categorizations. This chapter ends with a conceptual framework (theory) and recommendations for practice.

I open this chapter with a discussion about an alternative concept to native speakerism – trans-speakerism. This is a modern ideological viewpoint that is devoted to enhancing diversity, equity, and inclusion for all language speakers, teachers, and researchers in the field. I begin by comparing the notion of trans-speakerism with the idea of native-speakerism, then proceed to present its definition, highlight its significance, and introduce the terminology it spurns for describing persons who are subsumed within its precepts: global speaker of English (GSE), global teacher of English (GTEs), and Global Englishes researcher (GER). I continue this chapter with an outline of the research upon which this book is based, which includes: (a) a description of the ways in which I selected the participants and ensured ethical compliance, (b) information about the participants, and (c) an account of how the data collection procedures were followed as well as how the data were treated, analyzed, and interpreted.

In this chapter, I introduce the narratives and primary categories of the secondary school teachers within this inquiry. They include linguistic, cultural, and pedagogical native-speakerism, in addition to Global Englishes, intercultural competence, and professionalism (including second language learning experiences) related to trans-speakerism. I explore and extrapolate these by selecting germane excerpts and anecdotes from the interview data to support and elucidate these categorizations. I do so while being fully cognizant of, first, the conditions under which they occurred (i.e., excerpts of particular experiences of particular participants in their particular contexts) and, second, the circumstances in which they were presented to me during the interviews (i.e., stories constructed in particular ways at a particular moment of their professional lives with me as their particular interlocutor). The narratives presented in this chapter were drawn from four secondary school teachers in Japan.

This final chapter, divided into three major parts, draws together the findings and discussion presented in previous chapters and provides recommendations and implications for stakeholders and researchers. The first part outlines summaries of findings and relevant literature followed by a conceptual framework, which exhibits diagrammatically the findings of this study and their interrelationships. The second part regards recommendations for further research and the limitations of my study. A narrative of my reflection on the journey of the study and the writing of this book concludes the volume.