Within the context of English Language Teaching (ELT) education, it is argued that “classrooms are inhabited by gender stories” (Castañeda-Peña, 2021a, p. 41). These stories, however, are intersected by evident ontological colonialism nested in the idea that English language teachers and learners are at the periphery of hegemonic power structures on the geographical, body-political, social, and language levels (Ubaque-Aguirre, 2021, under revision). Some studies have drawn some attention to the importance of teachers’ being prepared to challenge heteronormativity (Brochin, 2019) since “English language teaching [continues to be] oriented towards that goal of identifying decontextualized forms of being in the field of teaching” (Castañeda-Peña, 2018). Such a decontextualization may...