This paper analyzes a construct that, while pervasive, is not often questioned or defined in literacy studies: the "West." Through a review of pertinent literature, I explore the ways in which problematical assumptions have undergirded its unqualified use in literacy theory. What is the "West," who is it, in literacy research? I argue against the assumption of "unmarkedness" of the "West" and some derived terms along three axes: by bringing attention to the geographicalspatial dimension of the construct, through the problematization of the alphabet, and by highlighting the colonial inheritance of the construct. My analysis explores some fundamental biases in the notion of "West," and invites its reassessment to arrive at a more particular and critically rigorous stance in literacy scholarship.