This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. "Shame-interest" is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing present. We attempt an ethical shift from a reflexive stance to fluxing movements of "response"-ability and "co-consequence" in order to encourage socially responsive educational research, informed through the conceptual resources of psychologist Silvan Tomkins, and feminist philosopher and physicist Karen Barad. Theory is threaded through a series of personal research vignettes to illustrate our thinking through ways shame-interest materialized within research events. Shame is re/conceptualized as a contestable composite feeling entangled with interest that allows an alternate non-reductive and ethical approach to educational research. We amplify our researcher responsibility, and our shame, by placing ourselves as entangled with the research 'problem' under investigation.