‘You think you know, but you have no idea’: on anger, critical pedagogy and the dilemmas of being a teaching artist

What constitutes ‘teacher identity’ and ‘artist have received considerable scholarly attention but there has been little exploration of how these identities intersect in the practice ‘teaching artists’. This article argues that paying close to practice, as well artist’s own perspectives reflections on it, produces important insights into this intersection, including where it becomes both productive problematic. Drawing portraiture methodology, analyses Marshallese spoken word artist, Kathy Jetñil-Kijiner, structures delivers workshops order develop critical consciousness participants. Webb Keane’s discussion consciousness-raising ‘ethical feeling’ feminist movement 1960s, derived from Sara Ahmed’s reconceptualisation ‘feminisit killjoy’, central role emotion anger plays her approach is explored. The goes share some Jetñil-Kijiner’s workshops, their outcomes, complex positionality a artist engaged de-colonial work within neo-colonial context. In conclusion, broader questions about artist/teacher transferability pedagogical approaches, challenges teaching through are raised.