Critical antiracist pedagogy in ELT

Abstract

Antiracism constitutes an important component of social justice in ELT. Yet, discussing racism is often evaded, leaving the concept of racism inadequately understood. This article aims to illuminate racism and invite readers to engage in race-aware discourses and enact critical antiracism. I first outline key issues, including what race is, how race and language are related, and what different forms of racism exist. The complex nature of racism invites ELT professionals to engage in critical antiracist pedagogy, which requires de-essentializing, de-simplifying, de-silencing, and decolonizing antiracism. Critical antiracist pedagogy recognizes intersectionality, different forms of racism, the need for explicit discussion, and the privilege that settlers of color possess in settler colonialism, the latter of which indicates the need for forging solidarity among racialized groups. It also requires critical reflexivity of complicity and privilege involved in antiracist enactment. I provide pedagogical recommendations founded on a dialogic approach with situational ethics and reflexivity.1