ABSTRACT
English education has sustained pervasive historical myths through pedagogies rooted in assimilation, decontextualized skill-based instruction, and language prescriptivism. This chapter examines how these histories echo in modern-day resemblances that perpetuate harm before shifting toward potential futures where English classrooms are positioned as sites for self and community becoming through critical and expansive multiliteracies. These speculative futures can be realized through multiple theoretical and philosophical lenses, and this chapter describes the choice to view these commitments through memetics.
