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Doing autoethnography simultaneously empowers and colonizes me, my lived experiences, my sense-making, my writing, and my sense of being. I find my heart feeling energized and displaced. In this essay, I engage this feeling critically with hope to further theorize autoethnography as a de/postcolonial research practice for me. With this goal in mind, I discuss the academic second persona and its potential colonial implications on the "auto," the "ethno," and the "graphy" of autoethnography while these three components are inseparable in an act of doing autoethnography. This essay addresses the critical relationships between autoethnographers and the academic second persona while envisioning and laboring toward de/postcolonial autoethnography. Autoethnographers work with/within/against those relationships. Becoming a de/postcolonial autoethnographer does not signify the complete departure from the relationality. It marks a pledge or commitment for our continuous self-reflexive labor to interrogate, become more aware of, and possibly challenge the relationality through which we became and continue to become autoethnographers in our academic culture and everyday living.

Identity politics in culturally diverse U.S.-American higher education is so complex that it is difficult to completely account for all of its elements. As a communication sensei, I enter this arena taking an approach informed by critical pedagogy and employing performative and/or autoethnographic writing as a mode of critical interrogation. Via storytelling, I investigate my becoming and the role of a critical pedagogue as a sociotemporal actor in today's culturally diverse U.S.-American education. Critical pedagogues should enter education as an intersubjective identity project where educational participants' stories meet, and their "hoped-for future" emerges from their storytelling.

Introduction -- Demarcating the "critical" in critical intercultural communication studies / Rona Tamiko Halualani -- Making a place : a framework for educators working with critical intercultural communication and critical communication pedagogy / Jennifer Sandoval and Keith Nainby -- Intercultural communication, ethics and activism pedagogy / Leda Cooks -- (critical) love is a battlefield : implications for a critical intercultural pedagogical approach / Bernadette Marie Calafell and Robert Gutierrez-Perez -- Engaging historical trauma in the classroom : ethnoautobiography as decolonizing practice / S. Lily Mendoza -- Pedagogies of failure : queer communication pedagogy as anti-normative / Benny LeMaster -- Pedagogy of the taboo : theorizing transformative teaching-learning experiences that speak truth(s) to power / Mark P. Orbe -- Obstructing the process of becoming : basal whiteness and the challenge to critical intercultural communication pedagogy / Gust A. Yep and Ryan M. Lescure -- Performing otherness as an instructor in the interracial communication classroom : an autoethnographic approach / Tina Harris -- Encountering karma : the transgressive adventures of a korean-born tck pedagogue in the us south / Jieyoung Kong -- Mediated critical intercultural communication / Ahmet Atay -- Addressing cultural intersections : critical feminist communication pedagogy / Amy Aldridge Sanford and Jennifer V. Martin -- Dialogue and intercultural communication pedagogy / Alberto Gonzalez and Linsay Cramer -- Critical intercultural communication pedagogy from within : textualizing intercultural and intersectional self-reflexivity / Satoshi Toyosaki and Hsun-Yu (Sharon) Chuang -- About the editors -- About the contributors

Japan is heterogeneous and culturally diverse, both historically through ancient waves of immigration and in recent years due its foreign relations and internationalization. However, Japan has socially, culturally, politically and intellectually constructed a distinct and homogeneous identity. More recently, such an identity construction has been rightfully questioned and challenged by Japan's culturally diverse groups. This book explores the discursive systems of cultural identities that regenerate the illusion of Japan as a homogeneous nation. Contributors from a variety of disciplines and methodological approaches investigate the ways in which Japan's homogenizing discourses are challenged and modified by counter-homogeneous message systems. They examine the discursive push-and-pull between the homogenizing and heterogenizing vectors, found in domestic and transnational contexts and mobilized by various identity politics, such as gender, sexuality, ethnicity, foreign status, nationality, multiculturalism and internationalization. After offering a careful and critical analysis, the book calls for complicating Japan's homogenizing discourses in nuanced and contextual ways with an explicit goal of working towards a culturally diverse Japan.

Introduction: Intercultural health communication studies / Andrew R. Spieldenner, Gloria N. Pindi and Satoshi Toyosaki -- Health narratives and body politics on the margins : proposing six principles of "EMBODY" with cultural others / Yea-Wen Chen and Sarah Parsloe -- Queer(ing) spaces : sexualities as critical intersections among health and intercultural communication / Shinsuke Eguchi -- The construction of women and their health across cultures / Katie D. Scott and Tina M. Harris -- Moving beyond awareness social media in health and policy communication : the case of the Black Women's Health Imperative's Black women Vote 2018 national health policy agenda / Annette Madlock-Gatison -- "I am not sick, I'm hairy" : cultural constructions of women's bodies in the ob/gyn Exam / Gloria N. Pindi -- People of color don't get that : an autoethnography of living with celiac disease / Tomeka M. Robinson -- HIV drugs (are) like my birth control pill : lived narratives of black and Latino MSM in an urban American context / Ambar Basu, Patrick J. Dillon, Shaunak Sastry and Nivethitha Ketheeswaran -- Social media as a transformative force in intercultural health communications : a case study of the BADASS Army / Spring Cooper and Chris Palmedo -- Mexican-American women, prenatal testing, and definitions of fetal health : challenging social perceptions of what is "healthy" / Leandra Hinojosa Hernández -- Health in the margins : cultural borders in contestation / Mohan Dutta and Satveer Kaur-Gill -- Transcending in/visibility, isolation, and stigma : trauma-inforced and culture-centric mental health / Lara Lengel, Adam Smidi and Nora Abdul-Aziz -- Searching for a good death / Jillian A. Tullis -- Critical intercultural health communication pedagogy : an autoethnographic approach / Satoshi Toyosaki, Patrick Seick, Shelby Swafford, Darren J. Valenta and Lindy Wagner -- Photovoice and photobodies : public pedagogies of health / Phillip E. Wagner -- When cultural identity impacts health decisions : using Grey's anatomy to teach communication theory of identity and agency-identity model / Kallia O. Wright -- Intercultural health communication studies : looking forward / Satoshi Toyosaki and Andrew R. Spieldenner.

Employing duoethnography (Norris & Sawyer, 2012), we examine how whiteness and whiteness studies function in our lived experiences. Understanding our lived experiences as life curriculum or "currere" (Norris & Sawyer, 2012, p. 12), we build an interwoven and polyvocal text that critically questions, meaningfully complicates, and carefully moves whiteness studies in highly experiential manners, finally arriving at relational whiteness pedagogy. In addition to relational whiteness studies and pedagogy as its foci of investigation, this essay tells a methodological story (Ellis, 2004) of "doing" duoethnography. We discuss implications of duoethnography for teaching cultures from a critical paradigm.

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.