This review article reflects on the notion of pedagogy in English language teaching and teacher education. To advance in the state of the art at stake, forty-four articles were profiled out of eighty-eight to trace how pedagogy has been built as a universal that carries onto-epistemological consequences. The analysis here concentrated on the enunciation levels the studies inspected. This manuscript discusses four categories: Critical Decolonial, Translanguaging, and Anti-racist pedagogies. It anchors the conversation from a border-thinking perspective to claim that most approaches to pedagogy focus on protesting against Modern/Colonial pedagogy, but there is little contestation concerning it. This posture contributes to shifting the geography of reason concerning English language pedagogy.