Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia


  • Nancy Emilce Carvajal Medina Universidad Pedagógica y Tecnológica de Colombia https://orcid.org/0000-0002-4061-0976
  • Flor Ángela Hurtado Torres Instituto de Lenguas Fray Bernardo de Lugo, Universidad Santo Tomás – Tunja
  • Mónica Yohanna Lara Páez Institución Educativa José María Silva Salazar – Buenavista, Boyacá https://orcid.org/0000-0003-1350-0170
  • Mariana Ramírez Sánchez Centro Educativo de Desarrollo Humano CEDHU- Sogamoso, Boyacá
  • Harol Arley Barón Gómez Beils LATAM - Escuela de inglés- São Paulo, Brasil https://orcid.org/0000-0002-3642-5946
  • Dayana Alexandra Ayala Bonilla
  • Cristian Moisés Coy Universidad Pedagógica y Tecnológica de Colombia, Bogotá https://orcid.org/0000-0001-8716-841X




decoloniality, critical community autoethnography, pedagogy of possibilities, English language teaching, lived experiences, teacher education


In addressing the 21st century neocolonial research condition, in this article the authors firstly discuss how academia in general, and ELT in particular, may configure as oppressive colonizing sites. Secondly, they introduce their experience as pre-service and in-service educators who took part in pedagogy of possibilities (POP) at a university in Tunja, Colombia. Indigenous principles like interconnectedness and relationality and Chicanx/Latinx concepts, such as bodymindspirit, path of conocimiento, and spiritual activism were foundational to these educators’ POP. To them, pedagogy was a political act to resist the disembodied/disengaged/dispassionate nature of teaching/researching/being in academia and beyond. This four-year critical-community autoethnography uses testimonies, journals, and artistic creations as knowledge-gathering methods to analyze how decolonizing teaching-research practices informed the re-signification of these educators’ personal and professional identities. Theoretical coding revealed that POP permitted participants to engage in decolonial practices of self-recognition, re-construction, empowerment, growth, and healing. The analysis also revealed that decolonizing the self leads to adopting a positionality where values such as care and respect for one’s self and communities are paramount to moving forward social-justice-critical-decolonial agendas. The results suggest the need to re-signify pedagogical and educational practices in ELT beyond neo-liberal agendas, which propose rankings, individualism, and competition.

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Author Biographies

Nancy Emilce Carvajal Medina, Universidad Pedagógica y Tecnológica de Colombia

Advisor to the Academic Vice-Chancellor, Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia.

Flor Ángela Hurtado Torres, Instituto de Lenguas Fray Bernardo de Lugo, Universidad Santo Tomás – Tunja

English Teacher, Instituto de Lenguas Fray Bernardo de Lugo, Universidad Santo Tomás, Tunja, Colombia.

Mónica Yohanna Lara Páez, Institución Educativa José María Silva Salazar – Buenavista, Boyacá

English Teacher, Institución Educativa José María Silva Salazar, Buenavista, Colombia.

Mariana Ramírez Sánchez, Centro Educativo de Desarrollo Humano CEDHU- Sogamoso, Boyacá

English and Spanish Teacher, Centro de Desarrollo Humano (CEDHU), Sogamoso, Colombia.

Harol Arley Barón Gómez, Beils LATAM - Escuela de inglés- São Paulo, Brasil

English Teacher, Wizard by Pearson, Tunja, Colombia.

Dayana Alexandra Ayala Bonilla

English Teacher, Gimnasio Villa Fontana, Tunja, Colombia.

Cristian Moisés Coy, Universidad Pedagógica y Tecnológica de Colombia, Bogotá

English Teacher, Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia.


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How to Cite

Carvajal Medina, N. E., Hurtado Torres, F. Ángela, Lara Páez, M. Y., Ramírez Sánchez, M. ., Barón Gómez, H. A., Ayala Bonilla, D. A., & Coy, C. M. (2022). Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia. Íkala, Revista De Lenguaje Y Cultura, 27(3), 596–626. https://doi.org/10.17533/udea.ikala.v27n3a02

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