‘[R]ace had never been an issue’: examining white supremacy in English language teaching

Chelsea Stinson , Valentina Migliarini

    Research output: Contribution to journalArticlepeer-review


    This paper investigates how white teachers’ approaches to cultural, racial, and linguistic identities yield uncritical thinking about the historical, present, and future directions of white supremacy in English language teaching. It supports a broader conceptualisation of white supremacy which has historically functioned to dispossess, assimilate, and eliminate negatively racialized and language-minoritized communities through mechanisms of Western settler colonial hegemony and English language teaching. The authors present a qualitative case study of discursive practices of white English language educators who, despite their intentions to remain objective in issues of race and racialisation, often (re)produce white supremacist values, language, and knowledges. The authors conclude with recommendations for expanding English language teacher education and professional development. To this end, the authors support a more critical approach to the field of language teaching which recognizes and contends with whiteness and white supremacy in the co-construction of negatively-racialized and language-minoritized identities.
    Original languageEnglish
    JournalWhiteness and Education
    Publication statusAccepted/In press - 9 Dec 2021


    • Refugee and migrant education
    • English language teaching,
    • critical whiteness
    • colour-evasiveness


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