This doctoral proposal of the Doctorado Interinstitucional en Educación - English Language Teaching emphasis seeks to analyze the identities and pedagogical knowledge(s) of experienced English teachers who faced colonial situations in the field of English Language Teaching. First, I state the research problem by defining my locus of enunciation and three reasons why investigating the identities of experienced English educators and their pedagogical knowledge(s) while facing colonial situations is key. Second, a general overview of the key concepts and theoretical frames informing this project are presented, including epistemological reflections about identities, pedagogical knowledge, and colonial situations. Third, the methodological approach is outlined from a decolonial perspective, and the relevance given to narratives and the data collection instruments likely to be used. Finally, this proposal may positively impact the English Language Teaching field in Colombia and the region, as well as the identities and pedagogical knowledge(s) of teachers.