The fundamentally unsustainable state of the world calls for transformations across all aspects of society, including engineering education. In this paper, we explore our roles as educational developers working to promote such change. We started an experiment asking: What might emerge if we were radically open to one another, working through our differences and disagreements about what is, could, and should be done for change in engineering education? Drawing on a plurality of methodologies and theoretical perspectives, such as bricolage, collaborative autoethnography, and diffraction, we developed an approach and engaged in a process of researching ourselves, our affective relationship, and our university context as entangled subjects and objects, learning and acting for change. The paper presents the approach and shares co-created insights, focusing in particular on tensions and how to navigate them: tensions between what is and what is needed; between different conceptions of education for change; and between people.