This article details how the embodied underpinnings of engaging in a duoethnographic collaboration were generative for theorizing and operationalizing humanization in a qualitative inquiry on social justice teacher education. We begin this exploring of humanization by presenting a poetic duoethnographic rendering of memories illustrative of affectively unsettling, racialized encounters re-membered from our lived experiences as two Black teacher educators in the hegemonically White field of teacher education. Then, we consider how our dialogic approach to the methodological labor of collaboratively "seeing, hearing," and "feeling" allowed us to first, actualize a (Black) feminist conceptualization of humanizing research that accounted for memory and embodiment; and second, grapple with the mixture of vulnerability, (un)certainty, and (dis)trust that was stirred. We conclude by illuminating the liberatory affordances of duoethnography as a methodological device capable of containing the inherent indeterminacy of research concerned with noticing and nurturing the human(e) in education.