“…Framed within a modern/colonial world system (Quijano, 2000;Castro-Gómez & Grossfoguel, 2007;Maldonado-Torres, 2017), in which power, agency, and inequality are often overlooked by educational researchers, the Colombian ELT field is subjected to what Clausen & Osborne (2013) and Bourdieu (2000) call institutionalized cultural arbitraries, which implies the entrenching, standardization, and subtle imposition of elements of the cultural capital backed up by the hegemonic social sciences emerging from geopolitical territories that differ from ours (De Sousa, 2006). The national education policies, and bilingualism programs construct discourses and practices of disdain toward Colombian EFL teacher agency (Guerrero, 2010), at the same time, premises of citizenship and competitiveness (Dussel, 2005) have become the driving forces in shaping social groups' knowledge and identities.…”