Part One: Foundations of critical anti-racist language teacher education
1. Introduction, Natalie Güllü and David Gerlach (University of Wuppertal, Germany), and Darío Banegas (University of Edinburgh, UK)
2. Antiracism in Language Education: Criticality and Challenge, Ryuko Kubota (University of British Columbia, Canada)
3. Social Justice Is Racial Justice: Centering Antiracism in the Pursuit of Justice, LJ Randolph Jr. (University of Wisconsin-Madison, USA)

Part Two: Experiences of becoming anti-racist language teachers
4. Rethinking English Language Teaching in African Universities: Anti-Racist Approaches to Overcoming Colonial Legacies, Fatma Athmania (University Ammar Telidji of Laghouat, Algeria)
5. Exploring Pre-Service Teachers' Perspectives on (Anti-)Racism in Language Education:
Insights from U.S. and German University Contexts, Alena Beck (Technical University Braunschweig, Germany) and Rabia Hos (University of Rhode Island, USA)
6. Becoming an EFL Teacher of Color– a duoethnography of two pre-service Teacher of Color on racism within language teacher education in Germany, Aleyna Eroglu & Jülide Tuncak (University of Wuppertal, Germany)

Part Three: Challenges in enacting anti-racist pedagogies or didactics
7. “Definitely a nice topic, not what happened, but a nice topic to discuss in class”: Teachers' perspectives on racism at school and in the EFL classroom, Natalie Güllü (University of Wuppertal, Germany)
8. Teaching Issues of Race/ism in the EFL Classroom: Empirical Insights into Challenges and Potentials, Irene Heidt (University of Potsdam, Germany)

Part Four: Identifying and resisting institutional and societal ideologies
9. Contested Spaces of Anti-Racist Pedagogy: Institutional Constraints, Neoliberal Co-optation, and Resistance in Bangladeshi Language Teacher Education, Arif Zufi (New Government Degree College Rajshahi, Bangladesh)
10. ”It is my job to teach students English how it should be – and that is either British or American
English” – Analyzing language choices to counteract linguistic discrimination in TESOL contexts, Katharina v. Elbwart and & Dagmar Keatinge (Paderborn University, Germany)

Part Five: Material design and analysis
11. Representations of individual and collective identities: Multimodal critical discourse analysis of a textbook series for German as a foreign language in Norwegian lower secondary school (Level A1), Nico Schlösser (Norwegian University of Science and Technology)
12. (De)construction of Implicit Racial Narratives in the EFL Classroom – A Critical Approach to Decolonizing English Language Textbooks in German Secondary Schools based on the Example of the Representation of Indigenous People of America, Archana Mitra (University of Cape Town, South Africa)
13. Training language GTAs to evaluate, adapt, and develop materials with a critical, justice-oriented lens: Reimagining the Methods course, Muriel Gallego (Ohio University, USA)

Part Six: Moving towards the critical
14. Dimensions of a Critical Race Literacy in Language Teaching: Exploring the Role of Knowledge, Values, Material and Interaction, Anne Mihan (Humboldt University of Berlin, Germany) & Silke Braselmann (Friedrich-Schiller University Jena, Germany)
15. “I haven't figured out what critical is yet”: Centering an imposter posture in critical WL pedagogy, Manuela Wagner (University of Connecticut, USA), Terry Osborn (University of South Florida, USA) & Violet Affleck ( Yale University, USA)
16. You're more likely to see a dinosaur than a Black woman: Countering hate through memetic literacy, Carolyn Blume (Dortmund University, Germany)
17. Developing critical awareness: Rethinking the role of knowledge(s) in critical language teacher education (research), David Gerlach (University of Wuppertal, Germany)