In this paper the authors explore the role of contemplative, arts-based practices and pedagogies in a doctoral level qualitative research class to create an understanding of self, self in relation to others, and understanding social structures of oppression as manifested through un/earned privileges. The intent of the class was to activate the authentic inquirer within and to frame a deep awareness of researcher positionality in qualitative inquiry. The authors (instructor and student in the class) discuss how creating a self-portrait and engaging in a duoethnography project cultivated the authentic inquirer. Using differentiated, formative, developmental, and honor-based assessment practices, the authors explore how interrelatedness of being became the key cornerstone of the learning experiences which were extended beyond the classroom.