Frontmatter -- Contents -- Contributors -- Acknowledgments -- Editors' Note -- 1 Rethinking Our Introduction: Calling out Ourselves and Calling in Our Field -- Part 1: Disrupting Teaching Stance and Practice in the Classroom -- 2 What Tension? Exploring a Pedagogy of Possibility in World Language Classrooms -- 3 Enacting Social Justice in World Language Education through Intercultural Citizenship -- 4 Building Critical Consciousness through Community-Based Language Learning and Global Health -- 5 Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories -- 6 'Sí, yo soy de Puerto Rico': A Teacher's Story of Teaching Spanish through and beyond her Latina Identity -- Part 2: Resisting and Reworking Traditional World Language Teacher Preparation -- 7 'The World' Language Education: New Frontiers for Critical Reflection -- 8 Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy -- 9 Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program -- 10 Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course -- Index