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This paper concerns English-medium instruction (EMI) and beginswith an overview of issues relating to EMI initiatives in higher education as documented in the literature. Following this, the case of a Japanese university's attempt to introduce EMI into the curriculum of a newly setup liberal arts faculty is discussed. Conclusions about challenges that can follow policy initiatives to introduce EMI are drawn from this discussion. Outcomes and implications of different ways of understanding and/or conceptualizing the role of English in higher education and EMI are examined critically. The issues surfaced have implications for EMI policy making and implementation, bearing in mind the negotiations that need to take place given the workings of opposing forces: (1) those which reify homogenizing discourses about language, power and education; versus (2) those which accommodate the contextually particularized aspects of teaching and learning and the characteristically heterogeneous and intersectional nature of teacher and learner subjectivities. c 2019 John Wiley & Sons Ltd wileyonlinelibrary.com/journal/weng World Englishes 2020;39:334-347. TOH 335concerned. The thick description provided in the book attests to the fact that EMI initiatives in situations where English has traditionally not been the medium of classroom instruction cannot be treated reductively and, still less, directorially, but must be considered as reflexive matters that concern: (1) the confluences of language, knowledge, meaning making and the negotiated nature of disciplinarity; as well as (2) the cultural-politics of language and ideology germane to the very locality and intersectionality of the particular initiative. The issues examined will have implications for EMI policy making, conceptualization and implementation, bearing in mind the sorts of negotiations that have to take place given the workings of opposing ideological forces: (1) those which reify homogenizing discourses about language, power and education; versus (2) those which accommodate the contextually particularized aspects of teaching and learning and the characteristically heterogeneous and intersectional nature of teacher and learner subjectivities.

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This article is about exposing and countering racism through critical pedagogy in the context of a Japanese EAP (English for academic purposes) program. Relevant issues are first raised through: (a) a review of academic work concerning Japanese constructions of language, race and culture commonly found in nihonjinron writings, a genre of literature concerned with depictions of Japanese uniqueness or Japaneseness; and (b) an examination of important historical developments in post-war Japan beginning with its occupation by the Allied forces after the nation's unconditional surrender, which is conducted with a view to demonstrating how the empowerment of a conservative politics has contributed to discourses that reify Japan as a ''monolingual'' and ''monocultural'' nation. Following this, the article focuses on how critical counter-storytelling can be combined with a critical pedagogy aimed at exposing and dialogizing prevailing discourses and practices relating to nihonjinron. The article concludes with a reiteration of the importance of denaturalizing and destabilizing racialized and racist practices extant in socio-educational spaces and a prognosis of what the future may hold with regards to ongoing contestations surrounding Japanese constructions of race and culture.