This chapter serves a dual purpose. Firstly, it discusses the prevalence of ELT research rooted in whiteness, eurocentrism, and colonialism through dominant discourses of English as success despite the fact that there have been critical, poststructural, postmodern, postcolonial, and decolonial research practices subverting these canonical traditions. Secondly, it advocates for alternative views of research that interrogate and contrast the visions of language, language teaching and learning, and educational research. By doing so, it aims to disrupt ELT education, invoking other ontologies, revealing ways otherwise of being, knowing and doing.