This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) "movement." The authors unpack critical approaches to the NNEST experience, conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then explore postmodern and poststructural approaches to identity and inequity that problematize dichotomies, and the implications such approaches might have for addressing inequity and cultivating inclusivity in English language teaching.