Decolonializing English Language Pedagogy: Sexuality, Gender, and Ecological Resistance in Octavia Butler's Parable of the Sower

ABSTRACT This article examines the pedagogical potential of Octavia E. Butler's Parable of the Sower (1993) in English language teaching (ELT) as a site for critical engagement with sexuality, gender, and ecological justice. Set in a climate‐ravaged dystopia, Butler's novel follows Lauren Olamina, a young Black woman who develops Earthseed, a philosophy of adaptation and collective survival amid ecological collapse, social fragmentation, and gendered violence. Drawing on ecofeminist pedagogy, queer educational theory, and critical literacy, this classroom‐based qualitative study investigates how advanced English learners in Indonesia engaged with the novel through reading circles, reflective journals, and multimodal digital storytelling. Students critically explored themes of gender normativity, reproductive control, alternative kinship, ecological precarity, and embodied resistance. Findings suggest that engagement with speculative fiction expanded learners' capacities to interrogate dominant assumptions about gender, sexuality, and environmental crisis while strengthening critical literacy, interpretive agency, and academic language use. The study argues that speculative fiction by feminist writers of color offers valuable resources for decolonizing ELT by fostering intersectional ecological literacies and encouraging students to imagine more just and sustainable futures. By positioning Parable of the Sower as both a literary and pedagogical text, the article highlights the role of fiction in connecting language learning to questions of social, gender, and environmental justice.