Accountability Through Vulnerability

Embracing Emotion in Teaching and Research

Abstract

In this article, I analyze discussions of emotions arising in dual language bilingual education (DLBE) classrooms and relate the process of “embracing discomfort” to identity and power. I utilize data gathered in a single semi-structured interview within a critical ethnography with collaborative elements. In this interview, my collaborators and I named our emotions and utilized diagrams, colors, and multiple forms of expression to explore them. I include myself as a participant analyzing my contributions. In the study, I demonstrate that discussing emotion served a variety of purposes for individuals of differing identities.