Abstract: The practice of English language teaching has long been an important part of socializing transnational migrants and international students into ongoing English-dominant settler-colonial projects in North America and beyond. The professional activities, knowledge, and identities of English language instructors are therefore central to the reproduction of the settler-colonial order. In this article, I investigate the relationship between language-teacher identities and settler-colonial discourses of raciolinguistic differentiation and hierarchy in Canada. Working in a discursive constructionist conceptual framework, I adopt occasioned semantics to analyze excerpts from research interviews with two ELT instructors in post-secondary and adult ESL contexts. I demonstrate how these instructors’ talk about students and languages performed language-teacher identities-in-discourse and argue that these performances reflected and contributed to reproduction of settler-colonial discourse patterns. I further suggest that settler colonialism constitutes for ELT practice in Canada a hermetic “universe” with its own internal logics and relations that must be examined and made explicit through reflection. Some pedagogical implications of this analysis include the need for ELT instructors as well as English-language teacher educators to develop an awareness of local settler-colonial histories, teach for truth and reconciliation, and embrace strategies for de-naturalizing the settler-colonial “universe” as they create spaces of possibility for decolonization to be carried out. One research implication is that language-teacher identity scholarship would be strengthened by embracing epistemological and methodological decolonization.

Abstract: Canadian psychology is at a critical juncture. In 2018, the Canadian Psychological Association and Psychology Foundation of Canada acknowledged that psychology has violated its own ethics code in its treatment of Indigenous Peoples in Canada and provided multiple recommendations to take accountability for this harm and work toward (re)conciliation. Colonial violence and oppression still occur in Canada, and (reconcile)action is needed to translate these recommendations into our work as psychologists regardless of our subdiscipline or specific career. Yet, many psychologists, not knowing where to start or worried about making a misstep, avoid action. In this article, we conceptualize such avoidance as an expected reaction to fear of the unknown and uncertainty. Managing these reactions and pursuing (re)conciliation is an ethical responsibility for psychologists. We provide concrete recommendations for how psychologists can begin to walk the path of (re)conciliation, working to decolonize and Indigenize psychology. These include knowing our positionality and practicing self-reflection, knowing our space and being inclusive, prioritizing good relations, adopting psychological flexibility and patterns of committed action, and starting within our area of influence. Psychologists impact many Canadians via our diverse roles (e.g., educators, clinicians, researchers, public servants, and policymakers). Thus, walking the path of (re)conciliation as psychologists can make a substantial impact on Canadian society.