To address a student-teacher educator perspective in the engagement of critical pedagogy (CP), I employed a critical and analytical autoethnography to self-investigate my lived experiences during coursework in a doctoral program in the United States. Framed in postcolonial CP in border-crossing notion, I engaged in critical and analytical autoethnography. I critically carried out thematic analysis on learning artifacts and personal memory during the Summer course 2020 which was expanded to analytical thematic analysis as I drew on artifacts and personal memory during coursework from Fall 2018 to Spring 2020. The analysis was intended to explore how CP was enacted during coursework and the implications of the enactment. Three key themes were identified: ideology work; co-construction of knowledge and mutuality; and imagined spaces and unfinishedness. The themes embodied the perceived enactment of CP in my coursework experience and they revealed how criticality intersected CP is with pedagogical practices, transformed identities, and spaces. They further served as the basis for implications for English teacher education programs and teacher educators in Indonesia to implement CP in a higher educational landscape.