Here is an article by Adrian Holliday from the ELT Journal.
Native-speakerism is a pervasive ideology within ELT, characterized by the belief that ‘native-speaker’ teachers represent a ‘Western culture’ from which spring the ideals both of the English language and of English language teaching methodology (Holliday 2005). Use of the concept follows a now established concern about political inequalities within ELT (for example, Canagarajah 1999, Kubota 2001, Pennycook 1994). However, other attempts to capture this inequality, for example ‘Centre’ vs. ‘Periphery’ (Phillipson 1992) and ‘BANA’ vs. ‘TESEP’ (Holliday 1994), have suffered from binary regional or cultural overgeneralization. Native-speakerism is seen instead as a divisive force which originates within particular educational cultures within the English-speaking West. While the adoption of and resistance to the ideology take place to a greater or lesser degree throughout the ELT world, the ‘native speaker’ ideal plays a widespread and complex iconic role outside as well as inside the English-speaking West.
Although some regard the terms ‘native-’ and ‘non-native speaker’ as unviable on linguistic grounds (for example, Jenkins 2000: 8–9) and constructed for the preservation of a privileged in-group (for example, Braine 1999: xv, citing Kramsch), they have a very real currency within the popular discourse of ELT. What is important is that their everyday use reveals how the profession thinks about itself. That there is often a lack of awareness of their deeper political significance is indicative of the way in which ideologies typically operate (Fairclough 1995: 36). As a result, native-speakerist prejudice is often obscured by the apparent liberalism of ‘a nice field like TESOL’ (Kubota 2001, 2002). Throughout this article, thus, ‘native speaker’ and ‘non-native speaker’ have been placed in inverted commas in recognition of their ideological construction.