Time to unlearn unlearning?: Moving beyond neoliberal conceptualizations to intersectional, transformative actions

Unlearning, often defined as the process of critically examining one's beliefs and assumptions in relation to societal roles and privileges (Britzman, 1998; Cochran-Smith, 2000), has gained traction in anti-racist, decolonial, and social justice-oriented discourses. Despite its growing popularity, limited research has explored how—or even whether—unlearning actually occurs, and whether it extends beyond individual introspection to enable broader social transformation. This study draws on the experiences of 17 language teachers with diverse identities in terms of race, gender, sexuality, class, and neurodiversity to critically investigate the how (process), what (object), and why (impact) of unlearning. Findings suggest that unlearning, as currently framed, often functions as a depoliticized, neoliberal concept grounded in individual confession, rather than in collective action. This research proposes a renewed conceptualization through an intersectional and transformative approach that challenges systemic structures and moves beyond passive allyship toward genuine advocacy and activism centred on community, cooperation and collective responsibility. • The study draws on 17 diverse language teachers' varied identities and experiences. • Findings show unlearning is often personal confession, not collective action. • The study urges an intersectional, systemic reframing of unlearning. • It calls for moving from allyship toward activism and collective responsibility.