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This book addresses queer issues and current events from a communication perspective to articulate a queer communication pedagogy. Through putting communication pedagogy and queer studies into dialogue, the book investigates how queer theory and critical communication pedagogy intersect in pedagogical spaces.

"TABLE OF CONTENTS" -- "FOREWORD" -- "ACKNOWLEDGMENTS" -- "1. DOING AUTOETHNOGRAPHY" -- "NOTES" -- "REFERENCES" -- "2. BITTER SWEET(WATER): Autoethnography, Relational Ethics, and the Possible Perpetuation of Stereotypes" -- "METHOD" -- "STEREOTYPES OF BLACK WOMEN" -- "ETHICAL STRATEGIES" -- "INSIDER ETHICS" -- "BLACKGIRL AUTOETHNOGRAPHY" -- "WHAT THIS PROJECT REINFORCED ABOUT AUTO/ETHNOGRAPHIC ETHICS" -- "REFERENCES" -- "3. THE CONSUMED SELF: Understanding the Stories I Cannot Have" -- "SATURATED BULLYING SELVES" -- "LOOKING INTO THE MIRROR" -- "AWARENESS INTERRUPTED" -- "NOTES" -- "REFERENCES" -- "4. PLEASURES AND PARADOXES OF NEW MEDIA: An Autoethnography of a Redditor" -- "VIGNETTE #1: PRIVATE BLOCKAGES, PUBLIC SHAME" -- "VIGNETTE #2: THE NEOLIBERAL TRAIL MIX OF DIFFERENCE AND SAMENESS" -- "REFERENCES" -- "5. CRITICAL COLLABORATIVE PERFORMANCE AUTOETHNOGRAPHY: Reflecting on Collective Practice, Black Girlhood, Black Love and Accountability" -- "METHODOLOGICAL GROUNDING" -- "CRITICAL REFLECTIONS" -- "Moment I" -- "Moment II" -- "CONCLUSION" -- "NOTE" -- "REFERENCES" -- "6. MARRIAGE OR MIRAGE?: The Breakdown of a Break-up" -- "TRUE MOTIVATIONS" -- "BLUE LIGHTS" -- "A DIFFERENT PLACE" -- "MESSINESS" -- "BOTH OF US—BOTH/AND" -- "REFERENCES" -- "7. MY BODY KNOWS THINGS" -- "INCITING INCIDENT" -- "INTRODUCTION" -- "CULTURAL REPRESENTATION/MEANING MAKING" -- "PERFORMATIVE AUTOETHNOGRAPHY: STRAND ONE" -- "DANCE AS INQUIRY: STRAND TWO" -- "BLACK FEMINISM: STRAND THREE" -- "PERFORMATIVE AUTOETHNOGRAPHY: STRAND ONE" -- "DANCE AS INQUIRY: STRAND TWO" -- "BLACK FEMINISM: STRAND THREE" -- "REFERENCES" -- "8. LEARNING HOW TO BE A MAN THE HARD WAY: An Exploration into the Dissolution and Reunification of Masculine Identities" -- "AT MY DESK: PART ONE" -- "AT THE PODIUM: PART ONE" -- "LEARNING MANHOOD: PART ONE" -- "AT MY DESK: PART TWO

Examining whiteness (in) education is a journey of identity and materiality. In this article, the authors adopt an approach to research that highlights the role of performance in constituting identity. They believe that theorizing identity in this way is facilitated through autoethnographic storytelling, which allows one to theorize material performances of identity, along with the culture in which those performances are situated. In the following, the authors dialogically theorize whiteness education through their stories. They draw upon themselves as individuals and one another as partners in humanity in order to make sense of education within a context of whiteness. They develop community autoethnography as a method with which to engage in such dialogical theorization.

In 2009, Toyosaki, Pensoneau-Conway, Wendt, and Leathers developed a collaborative writing method called community autoethnography (CAE). Participants dialogically collaborate through writing in order to "resituate identified social/cultural and sensitive issues" with the explicit goals of community-building and "cultural and social intervention." In this article, we use CAE to explore and interrogate the politics, ethics, and boundaries of our collaborations and relationships. As individuals entering this collaborative engagement, we occupy various positions in relation to each other—stranger, best friend, student-turned-colleague/friend, student-friend, sibling, and so on. Each of these positions is subsequently complicated by social positions and relational politics that necessarily inform the process of collaborative writing. We write vulnerabilities across boundaries and between relationships, and in the process, with careful purpose, we write the becoming of new relationships, the becoming of community.

Acknowledgments; Foreword; Introduction; I: Identity, Pedagogy, and Praxis; Chapter One: Performative Pedagogy as a Pedagogy of Interruption; Chapter Two: Doing Intersectionality; Chapter Three: Understanding Identity Through Dialogue; Chapter Four: (Academic) Families of Choice; II: Identity and Home/Spaces; Chapter Five: Cultural Reentry; Chapter Six: Performing Home/Storying Selves; III: Identity and the Global-Local Dialectic; Chapter Seven: Landscaping the Rootless; Chapter Eight: Cultural Matter as Political Matter.