Rethinking Global Englishes and Moving toward Reparative Redress for Language‐Minoritized and Racialized TESOL Practitioners

Abstract In this article, I propose an ontological break in Global Englishes‐oriented research and teaching practice, and a critical‐ethical movement beyond the five foundational paradigms of GELT. I do this by first drawing on two philosophical perspectives on liberation and justice—Enrique Dussel's (2013) ethics of liberation and Olúfẹ́mi O. Táíwò's (2022) constructive and distributive model of reparative justice—and then conceptually linking them to two critical perspectives outside of the Global Englishes paradigm, that is, Flores & Rosa's (2015, 2022) raciolinguistic perspective and Canagarajah's (2023) decolonial crip linguistics perspective. The conceptual work that I present here involves mapping out a critical‐ethical framework, a pedagogy for repair , that seeks to redress rather than reproduce structural injustices in ELT. The framework prioritizes the uptake of ethical research questions and positions and provides a heuristic for rethinking ELT in ways that allow us to be wholly committed to continuing TESOL's “transformative journey as an adaptable profession” (Rose & Galloway, 2019, p. 222). I argue that it is by critically addressing issues of injustice and ethically centering our work on the lives of language minoritized and racialized ELT/TESOL practitioners that we will ensure the long‐term adaptability and sustainability of the teaching profession.