This chapter takes up an exploration of methodology in the critical self-study of teacher education practices as situated through postmodern and posthuman frameworks. Emphasis is placed on how a critical self-study researcher can attend to equity and social justice and the commitments of critical self-study in the deployment of their inquiry work. A key consideration is that critical consciousness is centered on addressing issues of both professional improvement as well as the efficacy of the critical self-study to attend to broader social issues and contribute to opportunities for social change. As such, methods employed in a critical self-study are non-prescriptive and embrace an expansive orientation towards what constitutes data and approaches to data analysis. Transparency as to how and why data are selected and analyzed can enhance the trustworthiness and rigor of the inquiry and, by extension, advance the equity or social justice issues explored in the research. Thus, critical self-study extends beyond traditional approaches to analysis in social science research. The chapter advances the use of analytic prisms as frames through which to attend to the intersectional and multi-dimensional facets of professional practice and critical issues under examination. Four analytic prisms are discussed in this work: the discursive, empirical, affective, and material. Employment of multiple prisms can highlight how data can extend beyond traditional discursive or empirical modes of representation to account for materiality and affect as trustworthy knowledge sources. The chapter takes up issues of analysis and data selection relevant to positionality, intersectionality, and vulnerability. The author discusses a prior self-study with the themes, concepts, and arguments of this chapter and highlights the affordances of a critical self-study approach to data and analysis. The chapter concludes with a prompt, exercises, and suggested readings to support the reader in the development and design of a critical self-study.