This research project focuses on an ELT Education Program in Colombia. Its main purpose is to develop a thorough understanding of the imagined communities, identities and investment of English Language Pre-service Teachers (ELPTs) at a public university.

The project is conducted with a qualitative research approach. My theoretical proposal underlying this project is that the ELT education program community should recognize the socio-political implications of English language teaching and teacher education, as well as the change for both ELPTs and Teacher Educators. These two groups are, more often than not, left out of any serious development within the profession or represented as superficially detached from their everyday real-life embodied experiences. It is anticipated that participants in this research project would translate such participation into a liberating encounter (i.e. an encounter that legitimizes the voices of the ELPTs) that would enable them to exercise power in their local contexts.

As a doctoral student, I need to mention at this point, that this paper is the result of a challenge that one of my teachers presented to me as part of one of the mandatory seminars on my PhD coursework. The assignment was to conceptualize a research project within a decolonial perspective. Such was a task that seemed highly provocative, in particular because self-interrogation and countless reflections from my part were called upon.