Worth the Risk: Towards Decentring Whiteness in English Language Teaching
The field of English language teaching (ELT) has long centred whiteness without acknowledging as much. Practitioners accept the field’s racial disparities under the guise of the search for profit, yet hegemonic whiteness controls our institutions, our curricula, and our pedagogy unless we, as members of this field, consciously seek to counteract its influence. White ELT professionals are incentivized to maintain the racial status quo and many exhibit fierce resistance when efforts are made to discuss white supremacy in English teaching. In this article, I demonstrate how ELT frames whiteness as both a prize and a goal, explain the deleterious impact whiteness has on racialized students and teachers, argue for the necessity of decentring whiteness, and provide suggestions for ways we can push our field towards a future where whiteness no longer reigns supreme.
Copyright (c) 2020 JPB Gerald
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (see below) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
The BC TEAL Journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.