Coloniality and Whiteness in Evangelical ESL Classrooms

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Author(s): Ruthanne Hughes (University of South Carolina, USA)
Copyright: 2024
Pages: 24
Source title: Interrogating Race and Racism in Postsecondary Language Classrooms
Source Author(s)/Editor(s): Xiangying Huo (University of Toronto, Canada)and Clayton Smith (University of Windsor, Canada)
DOI: 10.4018/978-1-6684-9029-7.ch004

Keywords: Educational Administration and Leadership / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This chapter ethnographically investigates how ideologies of whiteness and missions interact in an evangelical English language school in South Carolina. Using discourse analysis of classroom observations and interviews with five teachers across eleven classes, the chapter explores how whiteness is central to but unmarked in the presentation of American culture that students are socialized into, and how legacies of colonialism and assimilationist strategies are upheld in the presentation of white evangelical culture as equivalent to American culture. The ideologies described here demonstrate how contemporary practices of evangelical ESL programs continue to reflect a lingering history of colonialism and white supremacy in which the field of English teaching has long been implicated (Han & Varghese, 2019; Kim, 2019; Kubota, 2001, 2021; Pennycook, 2002; Vaccino-Salvadore, 2021; Vandrick, 1999). It is important to note where the legacy of these movements remains so that biases and harmful practices can be confronted and ameliorated.

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Coloniality and Whiteness in Evangelical ESL Classrooms

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