"Fracturing and Re-Membering" is a performative mapping combining critical autoethnography and verbatim theatre that re-presents the entanglement of the fragmented and fractured work of teaching, professional development, and research. It draws on data from professional development sessions of a critical literacy and creative drama program that partners U.S. elementary school classrooms with Teaching Artists from a nonprofit theatre company. While the performative mapping can stand alone, I first explain professional development experiences I facilitated for these Teaching Artists on Kumashiro's (2009) conception of crisis in relation to learning; I then outline the research process that led to the performative mapping. Following the performative mapping, I reflect on how using creative drama as pedagogy in professional development and as research facilitated re-membering ourselves both individually and collectively as we worked through crises forcing us to confront troubling knowledge. The performative mapping invites audiences/participants to do so as well.