Employing an autoethnographic approach, the two authors explore what it means to have a marginalized body as educators in the classroom. Both authors identify as doctoral students of color who are passionate about critical forms of pedagogy, having had multiple experiences in teaching undergraduate courses focused on issues of power and privilege. This study utilizes the concept of radical subjectivity and considers what it means to use one's self as a pedagogical tool, allowing students to learn from instructors' personal experiences with oppression. Findings suggest a "double-binded nature of vulnerability." Although breathing life into course texts allows students the opportunity to understand class material in enriched ways, results also reveal the costs that come with accepting one's body as subject. Thus, the final study result stresses the need for restorative communities when using radical subjectivity as pedagogy. Implications highlight the importance of self-reflection and systems of support.