| Summary: |
This article examines everyday International Baccalaureate Educator Certificate (IBEC) environments in Japanese higher education through a theoretical framework of whiteness. Exploring dissonances shaped by English and constructivism at two universities, I argue that communities challenge Anglo‐American and Euro‐American epistemologies imbued within globalist education. I call for scholarship on whiteness to better prioritize decloaking its plethora of still concealed artifacts, an issue I elucidate with two examples in language and pedagogy. |
