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Scholars of organizational communication have begun to focus diligently on organization as gendered, yet we continue to neglect the ways in which it is fundamentally raced. With this article, we seek to stimulate systematic attention to the racial dynamics of organizational communication. We argue that the field's most common ways of framing race ironically preserve its racial foundation. Specifically, our analysis of core organizational communication texts exposes 5 disciplined messages that disguise our field's participation in preserving the normative power of organized Whiteness. We conclude with specific suggestions for revising the racial subtext of our scholarship. The essay follows in the spirit of "a radical rethinking of the role we play in articulating accounts of organizational life" (Mumby, 1993, p. 21).

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To meet challenges related to changing demographics, and to optimize the promise of diversity, radiologists must bridge the gap between numbers of women and historically underrepresented minorities in radiology and radiation oncology as contrasted with other medical specialties. Research reveals multiple ways that women and underrepresented minorities can benefit radiology education, research, and practice. To achieve those benefits, promising practices promote developing and implementing strategies that support diversity as an institutional priority and cultivate shared responsibility among all members to create inclusive learning and workplace environments. Strategies also include providing professional development to empower and equip members to accomplish diversity-related goals. Among topics for professional development about diversity, unconscious bias has shown positive results. Unconscious bias refers to ways humans unknowingly draw upon assumptions about individuals and groups to make decisions about them. Researchers have documented unconscious bias in a variety of contexts and professions, including health care, in which they have studied differential treatment, diagnosis, prescribed care, patient well-being and compliance, physician-patient interactions, clinical decision making, and medical school education. These studies demonstrate unfavorable impacts on members of underrepresented groups and women. Learning about and striving to counteract unconscious bias points to promising practices for increasing the numbers of women and underrepresented minorities in the radiology and radiation oncology workforce.

Conducting scholarship and teaching about socially constructed aspects of identity (e.g., race, ethnicity, sexual orientation, age, and class) often presents challenges to communication scholars. Within this article, we discuss some of those challenges by disclosing aspects of our lived experiences as "outsiders within" the academy. Through analyzing e-mail messages that we exchanged with one another, we explore complexities of our emotions (and ensuing tears) as we experience both enchantment and disenchantment with how members of the academy deal with difference matters. We rely upon feminist standpoint epistemology as our theoretical framework, and we specify dialogic theory and ontology as a promising means by which we can transform the academy.We were eager to respond to the call for papers for this special issue because we wanted to write about our feelings of disenchantment with the academy. Each of us feels a strong desire for healing apathy, fear, and frustration regarding teaching, studying, and doing "difference" in the academy. Furthermore, we seek to transform how scholars study, teach, and enact difference. Within the context of this article, we refer to "difference" to signify issues that traditionally have been consumed under the umbrella of "diversity." By using this terminology, we specify the primary source of our disenchantment: the ways in which human differences are negotiated in the academy.Whereas most institutional mission statements centralize diversity within their public identities, "doing difference" in the academy reveals that such ideologies are not necessarily part of the everyday culture of these institutions. Many members of the academy seem to regard difference-based on race or ethnicity, gender, socioeconomic status, sexual

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This essay aims to bring politics closer to home in two main ways. First, we address geographical and disciplinary spaces and identities in order to propose a fruitful 'breeding ground' for critical management education (CME) in the US context: organizational and instructional communication studies. Second, we engage recent calls for selfrefl exivity among CME scholars, re-directing the critical lens from 'mainstream' management education to political dynamics embedded in our own practices. As we articulate possibilities for both institutional, theoretical and practical collaboration, we emphasize how CME and communication scholars might work together to illuminate and transform embodied relations of difference.