What links all these things is the way they pass the responsibility for upholding norms — for creating “school” — onto individual children and families.

Sadly, in recent years, radical activists have sought to undermine Christopher Columbus’s legacy.  These extremists seek to replace discussion of his vast contributions with talk of failings, his discoveries with atrocities, and his achievements with transgressions.  Rather than learn from our history, this radical ideology and its adherents seek to revise it, deprive it of any splendor, and mark it as inherently sinister. 

“elite” university pedigree, evidence of the illusion that one can achieve an educational escape from racialization

but really the possession of a passport and citizenship from the United State

is the chance to get closer to whiteness.

No, whiteness, like all racial categories, is a construct of power (Kendi, 2019), power often gained through ill-gotten means, and those classified as white are the gatekeepers of membership to a club that maintains its identity through the hoarding of property (Harris, 1993)

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

MALCandtheSALC

theirownexperiences

agreementandvalidation

courageandbeinguncomfortable

synthetic model of learning