Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the impacts of our positionalities as a means of practicing critical witnessing in community. We suggest this as one means through which teacher educators can move toward decolonizing stances in teaching and research.

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