Situated within the broader struggle for educational and epistemic justice, this study draws on critical pedagogy to guide an autoethnographic inquiry into the complexities involved in English language teaching (ELT) in the Moroccan context. Framed by the interaction of Arabization, ongoing Francophone influences, and English’s global dominance, the analysis critically examines contradictions, tensions, and opportunities for change within ELT. Drawing on twenty-one years of experiential data, it questions the lasting impact of government-mandated curricula, linguistic power dynamics, and colonial histories on teaching methods and student identities. At the same time, it highlights acts of resistance, shown through critical dialogue, culturally relevant resources, and student empowerment. Combining personal reflection with a critical pedagogy framework, this autoethnography advocates for a transformative ELT approach focused on amplifying student voices, honoring local knowledge systems, and developing critical awareness. It contributes to decolonizing language education scholarship by viewing English teaching not just as the acquisition of skills, but as a key arena for ideological struggle and liberation.
Fouad et al. (Sun,) studied this question.