This proposal justifies why this doctoral dissertation is worth completing. It presents both theoretical and conceptual foundations to explain why this doctoral dissertation proposal inspires others to create spaces for sensing, thinking, doing, and emotioning decolonially. This proposal attempts to disrupt modes (including my own) of existing, thinking, being, and doing in academia. To do so, it proposes and elaborates on Trans-Pedagogies as a decolonial theory and methodology. Trans-Pedagogies have always been there; in the bodies, sensibilities, subjectivities, doings, pains, and sufferings of those wounded by coloniality. These have been there, within the exteriority; an exteriority that means “border dwelling and border dwelling generates border thinking and border sensing” (Mignolo, 2021, p. 515), but that, due to colonial regimes of control within universities, has been invisible to think about teacher education.

This proposal is thought to be developed through narrating and reflecting upon concrete decolonial doings and their configuration throughout an academic space at the Licenciatura level at Universidad Distrital Francisco José de Caldas. Therefore, the readers will not find any applied criteria conventional to traditional research (e.g., thematic analysis). Instead, it presents a process of self-decolonization (Ortiz Ocaña, 2022), in which I situate my struggles in building/revealing Trans-Pedagogies. It is indeed a process through which I attempt to recognize other ways of knowing that are built from the colonial difference that I and those who got together with me occupy. The aforementioned clarification is needed inasmuch as “colonialism dis-membered the humanity of those whom it oppressed and exploited, and that it is vital to engage in acts of re-membering” (Deumert & Makoni, 2023, p. 7). As such, this proposal is also an act of re-membering that connectedness that binds us together