Teacher candidates and teacher educators of color often carry a heavy emotional burden as a consequence of the epistemic violence they experience in many TEPs (Teacher of Color Collective & Sauto-Manning, 2022). To interrupt this pattern, we must critically engage with emotion by examining what emotions "do," how emotions function and in whose interest. This type of critical emotional literacy is especially important for White teacher candidates and White teacher educators, as the emotionalities of Whiteness are closely intertwined with practices and structures of racism. Drawing attention to the emotionality of Whiteness is not without risks. It is possible that focusing on how emotion operates to maintain (and potentially dismantle) White supremacy may further reinscribe Whiteness as the normative center of teacher education "and" perpetuate the marginalization and pain teacher candidates and teacher educators of color. However, without engaging in this work teacher education will remain stuck; dancing around race, inflicting harm and failing to challenge oppressive educational systems.