This introductory chapter presents the experience of three doctoral professors in terms of the challenges faced when educating future PhD scholars in the field of ELT (English Language Teaching). The first section revolves around the idea of “resistance(s)” and how it has become “creative” through pedagogization practices. This introduces the methodological uncertainties of the doctoral research conducted by Jeisson Méndez-Lara (Chapter 2) and Óscar Fernando Abella-Peña (Chapter 3). The second section delves into a narrative about how challenging it is to methodologically embrace the decolonial turn and the implications this might have for critical reflection. This is the pretext to introduce the methodological uncertainties faced by Sebastián Figueroa-Salamanca (Chapter 4) and Andrea Gallo-Lozano (Chapter 5) in their doctoral research work. The final section draws on a semantic reflection about the word “uncertainty” and how Black feminism(s) could nurture the ELT field, presenting the methodological uncertainties that create challenges for the doctoral research conducted by Catherine Benavides-Buitrago (Chapter 6).