Adopting reflective positionalities and participating to decolonize academic writing, we use autobiographical writing in this chapter as the testimony of subjective experiences has the power to display (the journey to) embodied theorizing. We try to illuminate our understanding of our journey through language, including the sets of beliefs we were raised with; we identify what we did not study in our higher education curricula in the language sciences and language education, and what would have helped us to understand social injustice and the discrimination that we face every day in the field and in our lives. We show that sets of beliefs we were raised with in France, particularly about meritocracy for upward social mobility in a color-blind country, and the tendency to analyze sociolinguistic issues only through the lens of class, all prevented critical thinking about ethno-racial discrimination, both in the field and within academia. As a dialogue, each section of this chapter is divided into two parts with each of us sharing her point of view. We first trace our journeys through language and social injustice from childhood to university before focusing on meritocracy and success but also discrimination we witnessed and experienced within academia.