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While recent years have witnessed a growing recognition of the importance of attending to the complex affective dimensions of teaching and learning, emotion remains under-researched and under-theorised as an aspect of education. This paper explores what it means to engage with emotionality in the classroom, particularly in terms of how difficult (sociological) knowledge is experienced, felt and understood by learners, i.e. how they are affected by knowledge that is historically or socially traumatic and hence difficult to bear. Drawing on qualitative data gathered as part of an action research project undertaken during a postgraduate course on globalisation, it offers insights into how course participants felt, experienced and engaged with difficult knowledge about their participation in harmful global economic institutions and practices. The paper concludes by considering some of the theoretical considerations and …