[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598332-105":59,"doc-detail-598332-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-illusion-of-inclusion-blackness-in-elt","The Illusion of Inclusion: Blackness in ELT","","The essay examines how renewed attention to race, racism, and anti-racism in TESOL intersects with persistent linguistic, racial, and cultural hegemony, questioning whether “inclusion” functions as an illusion. Using critical race theory and raciolinguistics, it analyzes marginalizing policies and practices affecting Black TESOL professionals and disadvantaging Black preservice teachers and English learners. It focuses on ELT curriculum and materials and faculty hiring, then offers recommendations for effective DEI and more actionable allyship.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-illusion-of-inclusion-blackness-in-elt/598332/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-illusion-of-inclusion-blackness-in-elt/598332.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the essay mean by the “illusion of inclusion” in ELT?","Question",{"text":112,"@type":113},"It describes how dominant systems can appear to adequately address race and racism while minimizing or overlooking anti-Blackness, creating a misleading sense of inclusion across contexts and grade levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which frameworks does the essay use to analyze inclusion and marginalization?",{"text":117,"@type":113},"The essay applies critical race theory (CRT) and raciolinguistics to examine experiences of Black ELT professionals and language learners and to critique ongoing marginalization.",{"name":119,"@type":110,"acceptedAnswer":120},"What two main areas does the essay say are most affected in the profession?",{"text":121,"@type":113},"It highlights ELT curriculum and materials and faculty hiring practices as the two broad, highly visible areas where inclusion is undermined and Black professionals or learners face disadvantage.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598332,1792192109,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Illusion of Inclusion: Blackness in ELT  \nThe field of TESOL has experienced a renewed interest in the role of race in language teaching and learning within the context of the recent “racial reckoning” in the US. As a result, the field has seen a plethora of DEI position statements, initiatives, and publications on race, racism, and anti-racism over the past two years. However, the persistence of linguistic, racial, and cultural hegemony, bias, discrimination, linguicism, and marginalization leads us to ask whether inclusion is an illusion. In answering this question, we describe the effects of this illusion in two areas: ELT curriculum and materials (Grant & Wong, 2008) and faculty hiring practices (Romney, 2010) . With critical race theory and raciolinguistics as frameworks, we discuss the policies and practices that continue to marginalize Black TESOL professionals and disadvantage Black preservice teachers and English learners. We conclude the essay with recommendations for effective DEI and actionable allyship.  \nKeywords: anti-racism, critical race theory, diversity equity and inclusion (DEI), raciolinguistics, race  \nIntroduction  \nThere has been a long tradition of scholarship that examines the implications of race, racism, bias, and  \nhegemony in education. However, it is of recent that the fields of teaching English to speakers of otherlanguages (TESOL) and second language pedagogies (SLP) have begun publishing and promoting research that apply race-critical lenses to language teaching and learning. Research that addresses the language education-race nexus has waxed and waned over the years. The murder of George Floyd, however, seems to have been the impetus for a renewed interest in the role of race and social justice in language pedagogy.  \nIn addition to the myriad position statements calling for an end to anti-Black racism, special journal issues were (re)released; new calls for paper and grant proposals to study anti-Black racism were published; and social justice-themed conferences, webinars and Diversity Equity & Inclusion (DEI)-related initiatives were carried out—all in an attempt highlight the long existing problem of race(ism) in language and literacy education (Bryan & Gerald, 2020) .  \nCurtis and Romney (2006) and Kubota and Lin (2006) are seminal works that highlight the need for critical discussions of race in (English) language teaching, and there is burgeoning public scholarship that focuses specifically on English learners of African descent (Bryan et al., 2019; Bryan, 2020; Cooper & Ibrahim, 2020) . Von Esch, et al. (2020) provides the most recent (and extensive) analysis of research on  \nrace and language teaching. They highlight five interconnected themes within race and English language teaching (ELT) scholarship: a) standard language ideology and racial hegemony (Lippi-Green, 2012; Malsbury, 2014; Nero & Stevens, 2018; Orzulak, 2015); b) the idealized native speaker with racial labeling (Grant & Lee, 2009; Nero, 2006; Rivers & Ross, 2013; Taylor-Mendes, 2009; Yamada, 2015); c) racial hierarchies of languages and language speakers (Anya, 2017; Collins, 2017; Kubota & Catlett, 2008); d) racialization and teacher identity (Varghese et. al., 2016; Vitanova, 2016); and e) race-centered approaches to pedagogies and educational practices (Michael-Luna, 2009; Roy, 2016) .  \nIn this conceptual essay, we highlight the “illusion of inclusion” that is so prevalent across grade levels, educational contexts, and geographic spaces within the ELT profession. Educational researchers have used the phrase “illusion of inclusion” to describe color blindness in teaching, and the subtle ways that dominant systems appear to adequately address issues of race and racism while at the same time minimizing it (Gallagher, 2008; Vasquez Heilig, et al, 2012; Turnbull, 2014) . Our goal is to focus less on decentering whiteness or promoting people of color (quite the catch-all term that in some ways has further marginalize","cbCaiaezqFSA2Gzy","https://ap.wps.com/l/cbCaiaezqFSA2Gzy","pdf",269793,13,"English","# Introduction\n## Background: Race, TESOL, and renewed attention\n## Illusion of inclusion in ELT\n# Theoretical Framework\n## Position and identity of Black ELT professionals\n## Racist hegemony and raciolinguistics/CRT analysis","[{\"question\":\"What does the essay mean by the “illusion of inclusion” in ELT?\",\"answer\":\"It describes how dominant systems can appear to adequately address race and racism while minimizing or overlooking anti-Blackness, creating a misleading sense of inclusion across contexts and grade levels.\"},{\"question\":\"Which frameworks does the essay use to analyze inclusion and marginalization?\",\"answer\":\"The essay applies critical race theory (CRT) and raciolinguistics to examine experiences of Black ELT professionals and language learners and to critique ongoing marginalization.\"},{\"question\":\"What two main areas does the essay say are most affected in the profession?\",\"answer\":\"It highlights ELT curriculum and materials and faculty hiring practices as the two broad, highly visible areas where inclusion is undermined and Black professionals or learners face disadvantage.\"}]","The Illusion of Inclusion: Blackness in ELT | PDF",1792086733,33]