Defying Culture Hegemony through Teacher Generated Materialscontributes to the growing literature on the critical analysis of Englishlanguage teaching and learning materials used with students in local contexts.This research draws on contextualised teacher generated materials that contestdecontextualised and standardised cultural content present in generic andcommercial EFL textbooks. Six in-service teachers developed contextualised EFLmaterials (workshops and worksheets) for the pedagogical interventions of theirqualitative action research (five teachers), or case studies (one teacher) tobe used in state-funded and private schools, two private universities, and anon-formal public institution. Two full-time professors of the emphasisconducted a qualitative documentary research whose main purpose was tocritically analyse the cultural content of EFL materials generated by thesein-service teachers. These sociocultural mediations correspond to localrealities of those who learn and teach English with these mediations instate-funded and private educational institutions in the Colombian context.Besides being designed from a critical stance and being implemented withstudents of varied English proficiency in state-funded and private educationalinstitutions, these contextualised materials counter conventional resourcesused in EFL education, make up for their absence, or complement the existingones. EFL materials proposed by the six in-service teachers create reflective,meaningful, and constructive learning environments. They also challenge thelong-term cultural hegemony of commercial and instrumental EFL textbooksproduced by foreign publishing houses or their local branches in our country.Furthermore, the study explores the role of contextualised teacher generatedmaterials in fostering the development of students cultural awareness,self-esteem and self-concept, and inquiry skills such as observation,prediction, interpretation, and communication. Additionally, it enquires intostudents inferential reading and speaking in a blended learning setting, andin-service EFL teachers oral interaction. This volume portrays a dimension ofEnglish teachers that reclaims their role as critical researchers and materialsdevelopers and invites them to envision themselves as autonomous andprospective educators and ponder their renewed identity.