In this article, Marie-Hélène Brunet and Mark Currie, both members of this research unit, discuss how collaborative autoethnography affected their workshop’s evolution and their continued self-analysis. They argue that if students are to interrogate sociohistorical gender constructions, educators must continuously examine how their own discomforts influence their engagement with students’ responses. To read more: https://thekeep.eiu.edu/the_councilor/vol0/iss1/9/