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In this article, the concept of emotional labor is used to capture dilemmas of critical ethnographic research. We frame our experiences not simply as "confessional tales," or personalized accounts of how researchers experience their fieldwork, but as part of critical methodology itself. We identify three strategies for transforming our emotional labor into an analytic tool: contextualizing emotions, using emotions to unmask power in the research process, and linking emotions to personal biographies. Following ethnographers who question the separation between data and analysis, we explore how emotions and power intersected in two key ethnographic "moments": collecting data and writing the research narrative.

This article examines how incarcerated mothers constructed moral identities in the face of stigma. Analyzing data from participant observation and 83 in-depth interviews with incarcerated mothers, we show that mothers claimed moral identities by distancing from the stigma of incarceration and/or embracing the identity of incarcerated mothers. Utilizing these strategies, women challenged the stigma of convicted felon/ bad mother and reinforced the assumptions that motherhood is compulsory and should be reserved for women with enough money and standing to give their children advantages. The implications for understanding motherhood as a mechanism of moral identity and social control are discussed.

This article describes an intersectional approach to teaching about domestic violence (DV), which aims to empower students as critical thinkers and agents of change by merging theory, service learning, self-reflection, and activism. Three intersectional strategies and techniques for teaching about DV are discussed: promoting difference-consciousness, complicating gender-only power frameworks, and organizing for change. The author argues that to empower future generations to end violence, educators should put intersectionality into action through their use of scholarship, teaching methods, and pedagogical authority. Finally, the benefits and challenges of intersectional pedagogy for social justice education are considered.