<![CDATA[The "native speaker" ideal has long dominated English language teaching, reinforcing hierarchies of linguistic legitimacy and authority. Yet, as education in Indonesia rapidly shifts toward digital platforms, the urgency to reexamine this ideology becomes critical. In a post-pandemic context where online English learning has redefined interaction, identity, and pedagogy, this study deconstructs the persistence of the native-speaker norm in Indonesian digital classrooms through a postmodern narrative inquiry at Universitas Muhammadiyah Surakarta (UMS). Drawing on Derrida's deconstruction and Lyotard's critique of metanarratives, it interrogates how teachers and students narrate their identities, anxieties, and negotiations within virtual learning environments. Findings reveal that native-speakerism is both reproduced and destabilized in digital classrooms. Online interaction dissolves the rigid binary between native and non-native English users, highlighting fluid, hybrid, and localized Englishes. Participants negotiate authority, identity, and legitimacy in ways that challenge traditional linguistic hierarchies. The study contributes at multiple levels: theoretically, by extending postmodern thought into digital ELT; pedagogically, by advocating for decolonized and inclusive practices; and socially, by positioning Indonesian classrooms as spaces of epistemic resistance where meaning and identity remain dynamic and unfinished.]]>
