The graduate attribute ‘global competence’ is increasingly viewed as a significant learning outcome of a tertiary education. In Japanese higher education, global competence appears to be a lesser priority despite Japan becoming an increasingly pluralistic. This article explores how adjunct foreign English language teachers (AFELT) encourage global competency in their classes. Data was drawn from 43 participants across 66 Japanese universities through focus groups and interviews. The research revealed that the positionality of AFELT on the margins institutionally had both affordances and constraints. First, being on the margins meant that AFELT had significantly lower status both institutionally and in student’s eyes, and AFELT were consequently constrained by these views. Second however, and paradoxically, distance from University hegemonic practices also provided affordances for AFELT in disrupting them. AFELT highlight that their pedagogical practices, while constrained, are both subversive and necessary in achieving student’s intercultural and global competencies.

Key Words: internationalisation; intercultural education; global competence; Japanese higher education; graduate attributes