In this article, we reflect on our identities as English educators of color and how they have influenced our journey to becoming academic writers. Through reconciliation with our collective experiences of linguistic violence, we share how the experiences have impacted the ways we show up as secondary and higher education English educators in our classrooms. We authentically represent our sense-making in our autoethnographic journeys to demonstrate how we understand ourselves as academic writers, through music, poetry, and images. As a result, each section begins with song lyrics and images in this article that we believe speak to our academic writing journeys. With introductory narratives about who we were as English students, we then reflect on linguistic solidarity within our experiences as scholars of color. Lastly, we uplift culturally and linguistically relevant approaches to English Language Arts instruction to honor students’ multilingualism and multicultural identities and humanize their academic writing journeys.

在本文中，我们反思了我们作为有色人种英语教育者的身份，以及他们如何影响我们成为学术作家的旅程。通过与我们在语言暴力方面的集体经历和解，我们分享了这些经历如何影响我们作为中学和高等教育英语教育者在课堂上的表现方式。我们真实地代表了我们在自我民族志之旅中的意义建构，以展示我们如何通过音乐、诗歌和图像来理解自己作为学术作家。因此，每个部分都以本文中的歌词和图片开头，我们相信这些歌词和图片反映了我们的学术写作之旅。通过关于我们作为英国学生的介绍性叙述，然后我们反思我们作为有色人种学者的经历中的语言团结。最后，