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.
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