Exhaling So That We Can Catch Our Breath and Sing: Reflections on Issues Inherent in Publishing Race-Related Communication Research

I AM an Angry Black Woman: Black Feminist Autoethnography, Voice, and Resistance

“…Furthermore, many Black female scholars struggle to achieve ''real'' scholar status as academics whose work is widely published, read, respected, and celebrated (Davis, 1999;Hendrix, 2002Hendrix, , 2005Hendrix, , 2010. Always already concerned with the struggles of publishing race-related research, which is often received with accusations of self-interest, narcissism, and vendetta (Calafell & Moreman, 2009;Hendrix, 2005Hendrix, , 2010Orbe et al, 2010), choosing a contested and subjective method such as autoethnography (Ellis, 2009;Shields, 2000) runs the risk of providing more ammunition for those with a vested interest in silencing our voices.…”

“…Black women have much to be angry about in the academy, including the poor representation of Black female scholars (Gregory, 2002;''The Profession,'' 2011) 2 and the difficulty of getting race-related research published (Hendrix, 2002(Hendrix, , 2005(Hendrix, , 2010Orbe, Smith, Groscurth, & Crawley, 2010), both of which fuel the absence of emancipatory scholarship by and about Black women. Looking back to move forward, the anger that I feel is not inventive, since Black women have furiously contested injustice in education and elsewhere for centuries (Allen, 1998;Cooper, 1995;Davis, 1998;hooks, 1981;Houston, 1992;Jones, 2003;Lorde, 1984;Madison, 1994Madison, , 2009Patton, 2004;Shange, 1975;Stewart, 1992;Truth, 1992).…”

Still flies in buttermilk: black male faculty, critical race theory, and composite counterstorytelling

“…Although cognizant of scholarly arguments against narrative methods as unreliable, especially when researchers of color identify with the communities they write about (Farber & Sherry, 1997;Hendrix, 2010;Orbe, Smith, Groscurth, & Crawley, 2010), we locate the benefits of composite counterstories in their ability to: vocalize perspectives from the margins; reveal struggles for equitable treatment and opportunity; validate and build community among those who suffer similarly; expose barriers that inhibit success and derail social consciousness; creatively position quotidian experiences as critical cultural commentary; teach those unfamiliar about marginalization; and challenge and transform the imposition of domination (Baszile, 2008;Solórzano & Yosso, 2002a, 2002bSmith, Yosso, et al, 2007). With corresponding commitments, we use composite counterstorytelling to render black misandry at traditionally white institutions visible.…”

Black teachers of English in South Korea: Constructing identities as a native English speaker and English language teaching professional

“…The increased influx of BTEs working in South Korea inspired my interest to study their experiences. The misrepresentation and absence of Black narratives and scholarly views within academia (Bonnor et al, ; Griffin, ; Hendrix, , ; Orbe, Smith, Groscurth, & Crawley, ;) and composition studies led to a historic reaction by Royster and Williams (), who called for “a systemic commitment to resist primacy of officialized narratives” (p. 439). Officialized narratives, which are official standpoints acknowledged and received as primary, reliable, and credible experiences, within TESOL have not shed light on ways in which BTEs have impacted students’ worldview of NESs, how BTEs view themselves as NESs, and pedagogical approaches by Black NESs.…”